http://repositorio.ufc.br/handle/riufc/4747 2026-05-31T04:00:57Z 2026-05-31T04:00:57Z Maymone, Annelise http://repositorio.ufc.br/handle/riufc/84123 2026-01-07T19:20:32Z 2025-01-01T00:00:00Z

Título: Programas de formação continuada para professores de matemática: uma necessidade premente para alcançar a aprendizagem dos alunos Autor(es): Maymone, Annelise Abstract: This work addresses the quality of primary school teachers, a topic studied by Shulman, Ball, and colleagues, and Ma. By relating these researchers' studies to the Brazilian reality, it shows that Brazil also has problems in education, as evidenced by the PISA assessment. Many variables justify why proficiency in mathematics is inadequate. However, focusing on teacher quality, studies by Shulman and Ball define MKT (Knowledge for Mathematics Teaching), which encompasses domains such as pedagogical content knowledge (content and student knowledge [KCS], content and teaching knowledge [KCT]), as well as two other types of subject matter knowledge: common content knowledge [CCK], and specialized content knowledge [SCK]. Concerned with the quality of education, the Government of the State of Ceará offers specialization and continuing education for teachers in the state network through the Chief Scientist program and the UFC/FUNCAP partnership. Many training programs are offered with the aim of supporting teaching work. This work included testimony from Professor Carine, who participated in the specialization program, highlighting the importance of teacher training. In 2023.2, a teacher qualification course in the development of mathematical literacy was offered to teachers in Sobral. At the end of the course, 50 teachers and 1000 eighth-grade students were evaluated by CEnPE (Center for Public Educational Policies), and these evaluations form the basis of the database used in this work. The objective of this work is to demonstrate that the mathematics teacher's mastery of mathematical knowledge for teaching also significantly affects student learning, and more specifically to discuss the importance of the quality of the teacher's mathematical knowledge and pedagogical knowledge for mathematics teaching. To this end, the data were statistically analyzed, followed by a pedagogical analysis of the results, drawing a parallel between the students' responses and the teachers' responses. It was concluded that the quality of the teacher interferes with student learning, as evidenced by the weaknesses presented by teachers and students in the evaluations. Tipo: Dissertação

2025-01-01T00:00:00Z Fragoso Junior, Narcelio Gomes http://repositorio.ufc.br/handle/riufc/84111 2026-01-07T13:47:57Z 2024-01-01T00:00:00Z

Título: A experiência imersiva do ensino de matemática através da gamificação Autor(es): Fragoso Junior, Narcelio Gomes Abstract: Seeking to provide teachers with new paths in the context of mathematics education, this work aims to address the functioning of an active intervention methodology in basic education, especially in high school, in the field of gamification. The justification for discussing this topic is evident in the urgency of mathematics education to update its teaching methodologies and assessments, aiming to develop motivation and engagement of students in classroom activities. Gamification proves to be a promising methodology in this aspect, since it brings to the school routine the elements of digital games, so common among young people today, in the search to use such elements as a pedagogical resource that enhances motivation, focus, interest and consequently greater learning on the part of students in the subject of mathematics. We will present the socio-historical concepts of gamification, its operational structure, as well as suggestions for activities for its use based on Flow Theory as a theoretical foundation. Tipo: Dissertação

2024-01-01T00:00:00Z Vasconcelos, Thyago Teixeira http://repositorio.ufc.br/handle/riufc/83567 2025-11-26T17:43:01Z 2025-01-01T00:00:00Z

Título: O uso dos modelos de linguagem de grande escala no ensino da matemática: um olhar investigativo sobre a prática em sala de aula. Autor(es): Vasconcelos, Thyago Teixeira Abstract: This work was developed to support mathematics teachers in their teaching, targeting high school students in state public schools or 9th-grade students in municipal public schools. The educational product is based on topics such as quadratic equations and problems involving quadratic equations, which allow the use of Artificial Intelligence as an interdisciplinary and motivating tool for mathematics teaching. Playful activities are used, such as the use of Large-Scale Language Models (LLMs), such as educational chatbots for problem-solving, creating personalized explanations, developing questions, and exploring mathematical concepts through natural language. The attached materials contain suggested activities that integrate AI and mathematics teaching, promoting greater student engagement and understanding. All materials were designed as teaching-learning tools to develop logical reasoning skills, concentration, and conceptual understanding, serving as a basis for motivation in the mathematics learning process in basic education. Tipo: Dissertação

2025-01-01T00:00:00Z Maciel, Danrlley Almeida http://repositorio.ufc.br/handle/riufc/83205 2025-10-23T18:34:40Z 2025-01-01T00:00:00Z

Título: Glossário bilíngue de geometria espacial: a construção de sentidos no encontro entre Matemática e Libras Autor(es): Maciel, Danrlley Almeida Abstract: This dissertation presents the development, description, and provision of a bilingual glossary (Portuguese ⇄ Libras) of spatial geometry terms, aiming to assist schools, mathematics teachers, and the deaf community in elementary and high school. The research was motivated by the gap in teacher training to address the demands of special education and the scarcity of appropriate teaching materials for teaching mathematics to deaf students. The methodology involved identifying the most commonly used spatial geometry terms, verifying established signs, and proposing new signs in collaboration with the deaf community. The work resulted in the creation of a material that expands inclusion and autonomy in mathematics learning for deaf students, reinforcing the idea that mathematics can and should be accessible to all. It is concluded that the glossary contributes significantly to overcoming communication and pedagogical barriers, offering a practical tool for teaching and learning spatial geometry in a bilingual context. Tipo: Dissertação

2025-01-01T00:00:00Z