https://rd.uffs.edu.br/handle/prefix/4584 2025-12-02T05:00:35Z https://rd.uffs.edu.br/handle/prefix/8939 Title: Aprendizagem significativa de geometria: uma experiência com o uso do GeoGebra em uma escola do campo Author: Wolfart, Dainara First advisor: Binotto, Rosane Rossato Abstract: Mathematics is often perceived by students as an abstract subject that is disconnected from their reality, which contributes to learning difficulties and disinterest. This challenge becomes even more evident in rural education, where school practices do not always relate to students’ daily lives and access to digital technologies is limited. In this context, there was a need to investigate alternatives that bring mathematics closer to students' experiences and promote meaningful learning. Thus, we present this work, in which we list as a general objective to investigate the possible contributions of the use of GeoGebra combined with practical applications experienced by students for the meaningful learning of concepts of volume and capacity in the context of a rural school. The qualitative research was conducted in a rural school located in the municipality of São João do Oeste, Santa Catarina, with the participation of six 8th-grade students. To this end, we developed and applied a didactic sequence in digital book format in GeoGebra, composed of Virtual Learning Objects (OVA) and contextualized activities that address the calculation of the volume of rectangular blocks and cylindrical containers, as well as the understanding of the relationships between units of volume and capacity. Data collection was carried out through responses to two questionnaires, written records, researcher observations, and participants' digital productions, with analysis conducted based on Bardin's Content Analysis. The results indicated that the use of GeoGebra enhanced the visualization, manipulation, and understanding of the concepts studied, favoring the articulation between prior knowledge and new concepts, while contextualized activities, inspired by everyday agricultural practices, increased engagement in the proposed activities and the perception of the relevance of geometry content. However, it was also found that technology alone does not guarantee learning, and that active mediation by the teacher and the adoption of diversified strategies are essential to avoid distraction and demotivation. We conclude that the integration of GeoGebra and contextualized activities favors meaningful learning of geometry in Rural Education and strengthens the link between mathematics and the reality experienced by these students. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação 2025-01-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/8544 Title: Solução geral de equações cúbicas e quárticas Author: Rosa, Gustavo de Oliveira First advisor: Bösing, Paulo Rafael Abstract: This master thesis is an instructional and didactic material that presents solutions to cubic and quartic algebraic equations. In order to do so, the theories involving complex numbers and polynomials, as well as quadratic equations, are previously developed. Questions from IME, ITA and AIME including these topics are also presented and solved. Finally, the presence of these topics in educational policies is analyzed. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação 2025-01-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/8543 Title: Função modular quadrática: um estudo a partir da interpretação global figural Author: Sernajotto, Débora First advisor: Menoncini, Lucia Abstract: This master’s thesis presents a study on the quadratic modular function, based on Raymond Duval’s Theory of Semiotic Representation Registers, specifically the Global Figural Interpretation approach. This approach enables the exploration of functions through correlations between significant visual units and significant algebraic units. These correlations arise from the development of the semiotic operations of treatment and conversion. In this regard, the master’s thesis highlights the importance of conceptual understanding of these operations, since, according to Duval, mathematical learning occurs primarily through them, especially through conversions between registers. Thus, the objective of the master’s thesis is to conduct a qualitative investigation into the sketches of the quadratic modular function’s curve, analyzing the correspondences between semiotic representations in the graphical register and their algebraic representations. This analysis considers the quadratic function in both its complete and incomplete forms. The research utilizes GeoGebra as a tool for observing the transformations that occur within the semiotic representations of the quadratic modular function. As a result, the Global Figural Interpretation may enhance the teaching of the quadratic modular function by exploring the operations of treatment and conversion, allowing for a broader and more qualitative perspective on curve sketching and its correlation with the algebraic expression. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação 2025-01-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/8540 Title: Desenvolvimento de aplicativos para a aprendizagem significativa de equações de segundo grau Author: Campos, Mauricio First advisor: Reichert, Janice Teresinha Abstract: This study aims to analyze the possible contributions of using App Inventor for the meaningful learning of concepts related to Quadratic Polynomial Equations. Based on Ausubel’s Theory of Meaningful Learning and Papert’s constructionism, the study sought to identify students’ prior knowledge, such as variable substitution, the order of basic mathematical operations, and fundamental notions of logic, which are essential for using the platform. The learning analysis was conducted through the creation of applications, using App Inventor as a tool to promote a practical and active approach to knowledge construction. In addition to solving problems involving Quadratic Polynomial Equations, the adopted methodology provided students with an alternative to traditional approaches, exploring block-based programming as a means to facilitate the understanding of mathematical concepts. The results indicate that the use of block-based programming not only supported the comprehension of mathematical, content but also contributed to the development of cognitive skills, such as logical thinking and problem-solving. Furthermore, the application of this approach in mathematics teaching stimulated competencies associated with computational thinking, aligning with the BNCC guidelines and preparing students for the challenges of the digital and technological world. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação 2025-01-01T00:00:00Z