Boletim Cearense de Educação e História da Matemática

A PROPOSAL FOR A HISTORICAL APPROACH OF EULER’S RELATIONSHIP WITH THE SUPPORT OF AUGMENTED REALITY

2025-06-17T09:09:28-03:00

The development of proposals becomes recurrent when considering the challenges faced in enhancing spatial perception and establishing geometric relationships within the school context. This paper reports a pedagogical experience carried out with a 6th-grade elementary school class, approaching Euler’s Formula through a historical perspective and the use of Augmented Reality. Thus, this study aims to present a didactic intervention that integrates the History of Mathematics and digital technology into the teaching and learning of geometric concepts. This case study, of an exploratory nature and qualitative approach, collected data through participant observation, student questionnaires, and analysis of the work produced. The results indicate that combining a historical approach with the support of Augmented Reality increases student’s interest and engagement, in addition to enhancing their understanding of mathematical content, thus promoting more meaningful learning. Students showed greater involvement and comprehension when relating mathematical concepts, historical context and interactive visual elements.

WOMEN IN POSTGRADUATE MATHEMATICS: CHALLENGES AND PERSPECTIVES IN A MALE-DOMINATED FIELD

2025-01-27T11:46:15-03:00

In this paper, changes in gender balance in some universities in the Brazilian Southeast region are problematized, with regard to postgraduate programs (PPG), focusing on the areas of mathematics and mathematics education. The analyzes were based on information contained on the PPG websites of the University of São Paulo, the Federal University of Minas Gerais, the Universidade Estadual Paulista and the Federal University of Rio de Janeiro, considering the time frame from 2003 to 2023, from a perspective of the history of female presence in these institutions. The research carried out was qualitative and exploratory and data collection was based on information about the students of the aforementioned PPG, exploring, based on numerical data, a qualitative view of the number of men and women who studied master's and doctorate degrees in the time frame. This movement helped to highlight the issues of existing gender inequalities and the possible reasons for such discrepancies. It was concluded that the reasons behind the gender disparity found include historical, social, cultural and institutional factors that influence women's career choice and their retention in mathematics.

A PROOF OF THE PYTHAGOREAN THEOREM FROM THE POINT OF VIEW OF RAIMUNDO TEIXEIRA MENDES

2024-12-20T12:04:56-03:00

This research is a detailed analysis of the demonstration of the Pythagorean Theorem from the point of view of Teixeira Mendes, according to physical documents that contain two demonstrations of the Pythagorean Theorem, one written by Gustavo A. Silveira and the other by Teixeira Mendes, both transcribed by Arão Reis. The primary source for this analysis was found in the collection of the Museu Casa Benjamin Constant, specifically in the Fundo B.C. Série Instituto Politécnico Brasileiro BC/IPT, REG 533. To achieve this objective, we proceeded as follows: Initially, we thoroughly examined the steps of demonstrating the Pythagoras' theorem present in this historical document. Then, we used the Geogebra tool to construct the figures and recreate the steps from Teixeira Mendes' demonstration. These commented constructions help in the analysis of the document proposed by this Brazilian, since the geometric concepts are visualized in an intuitive way. This study contributes to the enrichment of knowledge about the history of mathematics in Brazil, highlighting the importance of Teixeira Mendes and his unique approach in demonstrating one of the best-known and cited theorems in Euclidean geometry and highlighting the relevance of preserving and studying historical documents, such as those present in the collection of the Casa Benjamin Constant Museum, to understand the development of mathematics in a national context.

SOME STUDENT CONCEPTS OF FUNDAMENTAL TEACHING ABOUT THE USE OF THE MATIFIC PLATFORM IN MATHEMATICS TEACHING

2024-12-20T10:19:43-03:00

Currently, according to the guidelines of the Secretary of Education of the State of São Paulo, in public schools in the state, fundamental education students must complete two lessons weekly on the Matific platform, which is a gamified mathematics platform. For this reason, it is the obligation of the mathematics teacher to allocate one of his classrooms to the realization of the lessons, as well as to allocate two classrooms to the discipline of Study Guidance, to also assist in the realization of the activities. Thus, as this is a new platform in the network and there has been little work on Matific in Brazil, the objective of this study was to identify considerations and perceptions raised by students of a public school in the interior of the state of São Paulo, regarding the use of the platform . The main results show that students do not like to use the platform for numerous reasons, and they find it very difficult to carry out certain activities, so they use it only because the realization of activities is part of the professor's bimonthly evaluation. Concluding, we must think about the use of this platform in the context of teaching, and how to contribute to improving the engagement and motivation of students.

NEW SCHOOL MOVEMENT IN SANTA CATARINA: A LOOK AT ARITHMETIC TEACHING THROUGH SCHOOL REPORTS (1930 - 1940)

2025-03-11T10:51:11-03:00

This article aims to characterize the singularities of the arithmetic teaching methodology in the context of the Escola Nova in Santa Catarina. To achieve this, it analyzes a set of school reports established by Circular No. 1, dated January 2, 1941, written by Elpídio Barbosa in Florianópolis. This circular established rules for writing and evaluating reports prepared by teachers of school groups and isolated schools, as well as by their management. In the analyzed documents, the teachers describe their practices and base their perceptions on theoretical frameworks. As a theoretical-methodological approach, this study is grounded in the concepts of strategies and tactics by Certeau (1998). In this context, strategies represent government impositions, while tactics reflect the teachers' responses to these demands. The analysis of the reports reveals the recurrence of tactics adopted by the teaching staff, such as the repetitive use of the same works and excerpts in different documents, as well as the sometimes contradictory use of terms that suggest a convergence of school practices with the principles of the Escola Nova Movement. The results indicate that, even in the face of regulatory determinations, the teachers employed adaptation tactics, thus revealing that, on one hand, the school documents and reports suggest a partial acceptance of the reforms, but on the other hand, they reveal implicit resistance to them, especially concerning the structure and methods required.

TIKTOK COMO AUXILIAR NA APRENDIZAGEM DO CONCEITO DE FRAÇÃO NO 6º ANO DO ENSINO FUNDAMENTAL

2024-12-20T12:13:33-03:00

O artigo investiga como o TikTok pode ser utilizado como ferramenta de apoio na aprendizagem do conceito de fração por alunos do 6º ano do Ensino Fundamental. A motivação para essa pesquisa decorre das dificuldades frequentes dos alunos em compreender frações, influenciadas por experiências negativas anteriores e pela abordagem tradicional de ensino de matemática. O problema central foi identificar as principais dificuldades nessa aprendizagem e explorar como o TikTok poderia contribuir para auxiliar a superar esses obstáculos. O objetivo principal foi analisar os possíveis impactos do TikTok nesse contexto, buscando uma abordagem mais dinâmica e estimulante para a compreensão desse conceito matemático. O estudo baseou-se em teorias da Educação Matemática, especialmente a Teoria Cognitiva da Aprendizagem Multimídia, e adotou uma abordagem qualitativa de cunho exploratório. A coleta de dados foi realizada por meio da produção de vídeos no TikTok por duas turmas de 6º ano, entrevistas, observações em sala de aula e uma atividade de verificação da compreensão dos alunos. A análise dos dados foi realizada através da triangulação de dados, combinando diferentes fontes de informação para uma compreensão mais completa. Os resultados demonstraram que o TikTok foi eficaz em promover uma abordagem interativa e contextualizada, contribuindo para aumentar o engajamento e a compreensão dos alunos em relação ao conceito de fração. Concluiu-se que o TikTok pode ser uma ferramenta de apoio pedagógico, tornando o aprendizado mais dinâmico e conectado com a realidade dos alunos. Recomenda-se para pesquisas futuras investigar os possíveis impactos a longo prazo do TikTok em diversos conceitos matemáticos e analisar a percepção dos professores sobre o uso dessa ferramenta como recurso de apoio no ensino de matemática.

SIMULATIONS AND APPLICATIONS AS FACILITATORS IN TEACHING OF DIFFERENTIAL EQUATIONS

2025-01-27T11:43:53-03:00

Differential equations are applied in solving of problems in different areas and their understanding is relevant in modeling of various phenomena. In view of the applicability of these equations, an investigative teaching sequence is proposed, in which the path is initiated by the presentation of situations involving the application of the content. Simulators of electrical circuits and harmonic motion are used to work on suggested applications and build the differential equation that models the problem situation. With the models in hand, the techniques for solving linear differential equations of first and second order are presented, resuming the knowledge of the disciplines of differential and integral calculus seen in previous semesters. The results point to an interdisciplinary learning, in which the students understood the methods of resolution, as well as the principles that govern the worked models. Thus, it can be said that the applications were guiding motivation, while simulators were great allies in promoting of interactivity among those involved in the process of teaching of differential equations.

Linear Diophantine Equations: historical aspects and contributions in teaching and learning processes

2024-05-28T11:32:15-03:00

In studies of algebraic equations, it is common for students to have difficulties in understanding the concept studied, as well as its historical aspects. In the field of Number Theory, the study of Linear Diophantine Equations emerges, that are present in the trajectory of Mathematics teachers,

both in teaching and in the classroom, emphasizing the importance of Algebraic Education in Basic Education. Like this, the present study aims to discuss historical aspects of the Linear Diophantine Equations within the scope of the main mathematicians who contributed to the development of the concept, as well as understanding how this concept is evidenced in Brazilian scientific articles in educational processes. The Linear Diophantine Equations of two variables, and , are of the form , with a, b and c integers, whose solutions are also integers. For the development of this work, qualitative bibliographical research was used; the survey of studies took place on the Capes Periodicals Portal, in which the term “Linear Diophantine Equations” was inserted, as a descriptor. 15 scientific articles were mapped. It was concluded that the research indicates the thematic units: problem situations in Basic Education and Higher Education, Initial and Continuing Training of Teachers and application of the method to the Financial Market. Furthermore, the importance of Mathematics teachers is highlighted, to know and understand the history of Linear Diophantine Equations, to understand the difficulties faced by mathematicians themselves in developing the concept, which had at its core the social context, economic and cultural of each era.

CONTRIBUTIONS OF THE MANCALA GAME TO MATH TEACHING: AN EXPERIENCE REPORT

2024-12-20T12:18:50-03:00

In view of the New Curriculum Guidelines on ethnic-racial relations, mathematics teaching must promote the appreciation of cultural diversity, breaking with the traditional teaching model that advocates the transfer of information, denying the student the very construction of knowledge and questioning about debates that contain social aspects. The research recognizes the relevance of didactic tools such as African games for mathematical learning, with a focus on the Mancala family of games, which originated on the African continent. The project with the Mancala game was developed with 18 students from the Hortência Phirro do Valle Municipal School. The aim of this experience report is to present the impressions of 8th grade students on the application of the Mancala game. The results show that most of the students pointed out problems related to learning difficulties in mathematics. It should be noted that 17 students had had no experience of African games before this research. The majority noted that the game involves mathematical concepts, such as counting and strategy. Therefore, the African game Mancala linked to mathematics teaching can be a positive methodology, in a way that the results present in the research point to a path of understanding of cultural elements and mathematical learning on the part of the students.

REPORT OF AN EXPERIENCE AT PIBID: A STUDENT'S VIEW ON HER EXPERIENCES AND CHALLENGES

2025-04-19T18:31:24-03:00

This article aims to report the experiences and challenges of a mathematics undergraduate student during the training, construction, and development of workshops, as a scholarship holder of the Institutional Program for Teaching Initiation Scholarships (PIBID), Mathematics subproject (2022- 2024), of the Federal University of Recôncavo da Bahia (UFRB) - Teacher Training Center (CFP), located in the city of Amargosa-BA. During the 18 months of the program, the author reports her experiences in 6th grade classes and another in 9th grade classes in Elementary School in two municipal schools in Amargosa-BA. In addition to reflective movements that permeated the entire period, as well as constructions of pedagogical knowledge, shared with colleagues in the undergraduate course, supervising teachers working in Basic Education, and the coordinating teacher of the Higher Education Institution. This text reports the path taken by the student and the results of this formative process. At the end of this stage, PIBID contributed to the training of future teachers by providing classroom experiences; assisting in the consolidation of knowledge and construction of teaching identity; as well as in the development of a critical stance. Furthermore, based on the results observed in the workshops, it is understood that it promoted students' learning with more meaning, regarding the content developed.