https://rd.uffs.edu.br/handle/prefix/4584 2026-05-31T04:30:28Z 2026-05-31T04:30:28Z Schmoeller, Michel Artur https://rd.uffs.edu.br/handle/prefix/9280 2026-04-30T14:11:15Z 2026-01-01T00:00:00Z

Título: Função Afim no Scratch: um estudo através da Interpretação Global Figural Autor(es): Schmoeller, Michel Artur Primeiro Orientador: Menoncini, Lucia Abstract/Resumen: This study investigates the teaching of the linear function through the Scratch platform, based on the articulation between the algorithmic register and the graphical register, grounded in Raymond Duval’s Theory of Semiotic Representation Registers, with emphasis on the Global Figural Interpretation approach. The research, of a qualitative nature, analyzes how the significant algebraic units of the linear function — slope and y-intercept — can be explored in block-based programming language and related to the visual variables of the graph of a line in the Cartesian plane, such as the direction of inclination, the angles formed with the axes, and the position of the line in relation to the origin. To this end, an algorithm is developed in Scratch to represent the linear function in the algorithmic register, from which different cases of variation of the algebraic parameters were defined. The analysis shows that Scratch fosters the conversion and coordination between the algorithmic and graphical registers, enabling a comprehensive understanding of the concept of linear function and overcoming fragmented approaches based solely on plotting points in Cartesian plane. It is concluded that Scratch is a potential pedagogical resource for teaching the linear function, as it promotes the articulation among different representation registers and expands the possibilities for conceptual understanding in Mathematics. Instituição: Universidade Federal da Fronteira Sul Tipo: Dissertação

2026-01-01T00:00:00Z Negrini, Regina https://rd.uffs.edu.br/handle/prefix/9253 2026-04-17T18:26:25Z 2026-01-01T00:00:00Z

Título: Aprendizagem significativa em matemática mediada pelo Geogebra: articulações entre geometria e álgebra Autor(es): Negrini, Regina Primeiro Orientador: Petry, Vitor José Abstract/Resumen: This dissertation sought to analyze the contributions of using the GeoGebra software to foster meaningful learning in the construction of geometric and algebraic knowledge by 9th-grade students in middle school. The research focuses on the interaction between Geometry and Algebra, based on the perspective that the articulation between different mathematical representations, enhanced by digital technologies, may promote the attribution of meaning to the concepts studied, in light of the Theory of Meaningful Learning (TML) proposed by Ausubel. The study involves a literature review, the design and implementation of didactic activities using the dynamic geometry software GeoGebra, as well as the analysis of students’ productions and strategies employed during task solving. The research seeks to identify how prior knowledge is mobilized and how the processes of assimilation, progressive differentiation, and integrative reconciliation of new geometric and algebraic concepts occur. The results indicate that the systematic use of GeoGebra contributes to visualization, dynamic exploration, and conceptual understanding, while also positively impacting students’ performance and motivation. It is suggested that GeoGebra constitutes a pedagogical resource with significant potential, capable of enhancing Mathematics teaching practices and promoting more integrated and contextualized learning. Instituição: Universidade Federal da Fronteira Sul Tipo: Dissertação

2026-01-01T00:00:00Z Marques, Samuel da Silva https://rd.uffs.edu.br/handle/prefix/9252 2026-04-17T18:24:49Z 2026-01-01T00:00:00Z

Título: Robótica educacional e modelagem matemática: teoria e prática através da instrução pelos colegas Autor(es): Marques, Samuel da Silva Primeiro Orientador: Kist, Milton Abstract/Resumen: This work presents an experience of teaching mathematics and physics in high school, mediated by educational robotics, notions of modeling, and the peer instruction methodology. The main objective was to introduce basic robotics concepts, as well as Mathematical Modeling of natural phenomena, more specifically the parabolic launch of projectiles, using computational tools such as TinkerCAD, Tracker, and prototyping with Arduino, in a high school class from the state public network of Santa Catarina. Initially, a diagnostic questionnaire was applied with questions involving concepts of mathematics and physics related to the launch of projectiles, as well as conceptions and impressions related to mathematical models and educational robotics. Workshops were carried out involving conceptual tests, Mathematical Modeling, programming, and prototyping. Students' perceptions of the activities and the effectiveness of the Peer Instruction methodology in acquiring the skills outlined in the National Common Curricular Base were evaluated. The results indicate learning gains and positive student perceptions, evidenced by the increased relative frequency of correct answers in the post-intervention questionnaire, the normalized gain obtained, and qualitative responses highlighting greater engagement, interest in the classes, and appreciation of collaborative work. Although conceptual advances were moderate, there was observed progress in the ability to interpret graphs, analyze experimental data, and connect theoretical models with observed phenomena. These elements suggest that the adopted approach constitutes a viable and relevant alternative for teaching Physics and Mathematics in High School. Instituição: Universidade Federal da Fronteira Sul Tipo: Dissertação

2026-01-01T00:00:00Z Pagliosa, Josiéli Fátima Tonin https://rd.uffs.edu.br/handle/prefix/9243 2026-04-16T13:28:28Z 2026-01-01T00:00:00Z

Título: Aprendizagem criativa: uso do OctoStudio como ferramenta para aprendizagem de padrões e sequências nos anos iniciais do ensino fundamental Autor(es): Pagliosa, Josiéli Fátima Tonin Primeiro Orientador: Reichert , Janice Teresinha Abstract/Resumen: This research aimed to analyze the contributions of using OctoStudio to the identification of patterns and creative learning of numerical sequences in the initial training of teachers for the early years of elementary school. The investigation is characterized as qualitative, actionresearch, and applied in nature, developed through a pedagogical intervention structured in a didactic sequence involving activities, theoretical concepts, and block programming. Twenty-four students from the 3rd year of the Normal Course (Teacher Training), in initial training for teaching in the early years of elementary school, participated in the study. Diagnostic and final questionnaires, a logbook, and records of the activities developed were used as data collection instruments. The results showed advances in the conceptual understanding of patterns and sequences, in the capacity for mathematical generalization, and in the organization of logical reasoning, in addition to the development of skills related to pattern recognition, abstraction, decomposition, and algorithm development. It was also observed that there was a broadening of the understanding of the fundamentals of Computing in Basic Education, with greater articulation between Mathematics and Digital Technologies, as well as the strengthening of authorship, experimentation, and collaborative learning. It is concluded that block programming constitutes a promising pedagogical strategy for teaching and learning concepts in the area of Mathematics in the Early Years, favoring the construction of meaningful knowledge, the development of logical-mathematical reasoning and Computational Thinking, and the training of teachers aligned with current educational demands related to digital technologies. Instituição: Universidade Federal da Fronteira Sul Tipo: Dissertação

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