DSpace Coleção:http://www.repositorio.ufc.br/handle/riufc/47472020-02-25T07:12:42Z2020-02-25T07:12:42Z2048: uma abordagem matemática do jogo e sua aplicação em sala de aula.Araújo, Renan Limahttp://www.repositorio.ufc.br/handle/riufc/492582020-01-16T16:06:34Z2019-01-01T00:00:00ZTítulo: 2048: uma abordagem matemática do jogo e sua aplicação em sala de aula.
Autor(es): Araújo, Renan Lima
Abstract: This paper deals with the use of Game 2048 as an educational tool to arouse the interest in Mathematics of EEEP High School students Maria Carmem Vieira Moreira, located in the city of Maracanaú-CE, in order to improve learning and performance. We propose playful approaches to some of the Math content by linking them to the characteristics of the 2048 Game. Because it is an engaging, challenging game that requires a lot of concentration, strategy and reasoning, we have shown through assessments that a group of underperforming students in Math has improved average proficiency and heightened awareness of interest in the subject.2019-01-01T00:00:00ZCorpos finitos e dois problemas olímpicosNascimento, Antônio Mário Alves dohttp://www.repositorio.ufc.br/handle/riufc/489622019-12-19T18:45:47Z2019-01-01T00:00:00ZTítulo: Corpos finitos e dois problemas olímpicos
Autor(es): Nascimento, Antônio Mário Alves do
Abstract: In this dissertation we present a study about abstract algebra, more precisely about finite bodies. The objective of this paper is to present the solution of the problems ”Let the positive integer and p be a prime divisor of a3− 3a + 1 with p other than 3. Prove that p is of the form 9k +1 or 9k − 1, being k integer.” Proposed in OBM 2017 Level 3 e ”Demonstrate that for each integer a> 1, the prime dividers of the number 5a4− 5a2 + 1 are of the form 20k ± 1, k ∈ Z.” Proposed at the 13th Ibero-Mathematical Olympiad American. In this sense, we begin with the introduction of group theory and present basic concepts and important theorems such as Lagrange's theorem. We then introduce the ring theory, present important definitions as quotient ring, and highlight the polynomial ring. Later we began the study of bodies. We will study body construction from an irreducible polynomial, body extension, decomposition body, and characterization of finite bodies. Finally, we provide solutions to the problems mentioned above.2019-01-01T00:00:00ZIntroduzindo os conceitos de limite, derivada e integral no ensino médio.Guimarães, Maria Elisa de Castrohttp://www.repositorio.ufc.br/handle/riufc/480282019-12-04T12:08:15Z2019-01-01T00:00:00ZTítulo: Introduzindo os conceitos de limite, derivada e integral no ensino médio.
Autor(es): Guimarães, Maria Elisa de Castro
Abstract: This paper aims to study how to introduce the concepts of limit, derivative and integral in high school. From this perspective, this research aims to present a contribution on how to introduce each of these fundamental concepts of Calculus in this phase of schooling. Given what is recommended by the Common National Curricular Base - High School Stage for the teaching of Mathematics, the study of Calculus in High School proves to be a convenient tool for the formation of young people. To achieve this goal, we state the definition of each of these concepts, as studied in the Differential and Integral Calculus courses. Then, we present suggestions of approaches, contained in dissertations of the Professional Master in National Network Mathematics - PROFMAT, of how to introduce basic notions of these concepts in High School. Subsequently, we present contributions to the introduction of each concept in this segment. The contributions presented were based on approaches that only require knowledge that are already familiar to high school students and that seek to reach every student at this school level, except for the contribution of how to introduce the concept of integral. Because it is a slightly more sophisticated approach, it turned to students with a recognized degree of experience and maturity with mathematical argumentation. Finally, we deepen the discussion of area calculation by showing that it is not possible to calculate the area of every subset of the plane, given our intuitive notion of the area of a region.2019-01-01T00:00:00ZOlimpíada cearense de matemática (OCM): laboratório de oportunidades, experiências e de desenvolvimento da matemática no estado do Ceará.Gomes, Keyson Gondimhttp://www.repositorio.ufc.br/handle/riufc/469592019-11-06T18:38:57Z2019-01-01T00:00:00ZTítulo: Olimpíada cearense de matemática (OCM): laboratório de oportunidades, experiências e de desenvolvimento da matemática no estado do Ceará.
Autor(es): Gomes, Keyson Gondim
Abstract: The Mathematical Olympics had their origins, according to some historians, because they are related to the "disputes" played by mathematicians in Italy during the Renaissance. Later, in the late nineteenth century, these competitions had a
similar structure to the present day. From 1894, Hungarian mathematicians organized
mathematical competitions called “Eötvös”, and today known as “Olympics
Mathematics ”. This paper aims to show the Mathematical Olympics as
source of dissemination and stimulation for the teaching and learning of mathematics in Ceará.
Where we will make a brief history of the Olympics in the world and in Brazil, emphasizing the
OCM - Cearense Mathematical Olympiad. We will also introduce the Mathematics Column
of Jornal O Povo and the Numeratizar project that played a key role in preparing
and incentive of Cearenses for several national and international Olympics, besides the
entrance exams, and its important contribution to the evolution of the level of mathematics in Ceará.
We will also talk about women's participation in the Olympics and narrate the experiences of former Olympic students who are currently math teachers. Highlighting how the CMO has
been, over the years, the gateway to a wide universe of competitions
mathematics around the world, as well as a laboratory for opportunities, experiences and
development of mathematics in the state of Ceará.2019-01-01T00:00:00Z