https://repositorio.ufpb.br/jspui/handle/123456789/1114 2026-09-01T14:01:34Z https://repositorio.ufpb.br/jspui/handle/123456789/38812 Título: O MIT App Inventor na formação inicial de professores de matemática para o uso de tecnologias digitais no ensino de geometria plana Autor(es): Santos, Weseley Martins dos Orientador: Costa, Claudilene Gomes da Abstract: This study aimed to investigate the potentialities and limitations of MIT App Inventor in the initial training of Mathematics teachers for the use of digital technologies in the teaching of Plane Geometry. Given that digital technologies are increasingly broadening the possibilities for teaching and learning Mathematics, their implementation in initial teacher training becomes increasingly important. Regarding the methodology, this study adopted a qualitative and quantitative approach, of an exploratory and descriptive nature. The research was carried out in the course of Computer Science Applied to Mathematics, part of the Mathematics Teaching Degree program (Licenciatura em Matemática) at the Federal University of Paraíba, Campus IV, through a pedagogical workshop aimed at building an application on triangle similarity. The sample consisted of 14 students, who answered an electronic questionnaire containing open and closed questions at the end of the workshop. The responses were analyzed and discussed in light of the TPACK model, which articulates technological, pedagogical, and content knowledge. Regarding the results, it can be concluded that the development of the application favored the integration between mathematical and technological knowledge, facilitating the understanding of geometric concepts and broadening participants' understanding of the pedagogical possibilities of using digital technologies. The results also revealed limitations related to the technological infrastructure of schools, initial difficulties with block-based programming, and the time required for planning activities. It can be concluded that MIT App Inventor presents potential to contribute to the initial training of Mathematics teachers, promoting experiences that integrate technology, content, and pedagogical practice. Editor: Universidade Federal da Paraíba Tipo: TCC 2026-07-31T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38811 Título: A teoria de Van Hiele e o desenvolvimento do pensamento geométrico: uma investigação com estudantes da 3ª série do Ensino Médio Autor(es): Santos, Míria Hellen Barbosa dos Orientador: Lima, Marcella Luanna da Silva Abstract: This study investigates the level of geometric thinking among 3rd-year high school students at a state public school in Rio Tinto, Paraíba, based on Van Hiele‟s theory. Developed within the scope of the Teacher Training Support Program (Prolicen 2024) at the Federal University of Paraíba (UFPB/CCAE), this qualitative, exploratory, and descriptive case study utilized Van Hiele‟s tests for data collection. Participants included 32 students aged 16 to 18. Findings indicate that students remain predominantly at the first level of geometric thinking, exhibiting specific difficulties in figure recognition, class inclusion, definition recall, and answer justification. Based on these findings, a sequence of pedagogical activities was developed as a proposed resource for Geometry lesson planning and future research. Overall, the study reinforces Van Hiele‟s Theory as an essential framework for understanding geometry learning and designing level-appropriate pedagogical practices. Editor: Universidade Federal da Paraíba Tipo: TCC 2026-07-30T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38810 Título: Estratégias de aplicação a partir do cotidiano escolar: medidas de tendência central no ensino médio Autor(es): Freitas, Mateus Gomes de Orientador: Valentini, Marilza Pereira Abstract: This study analyzed the impacts of using teaching strategies based on the school daily context in the teaching of Measures of Central Tendency in High School, seeking to understand how the use of data produced within the school environment contributed to a more meaningful learning of statistical concepts. The study was grounded on the principles of Statistics Education, contextualized teaching, and the guidelines established by the Brazilian National Common Curricular Base (BNCC) for the development of statistical literacy and learning. The research was characterized as a qualitative case study conducted at Escola Estadual de Ensino Fundamental e Médio Frederico Lundgren, located in the municipality of Rio Tinto, Paraíba, Brazil, involving students from the third year of High School. Data were collected through a diagnostic questionnaire, investigative activities based on the collection of information from the school daily context, and field notes. Initially, a review lesson on mean, median, and mode was conducted. Subsequently, the students participated in investigative activities, organizing, analyzing, and interpreting data collected within the school context. Data analysis considered the students' performance, their participation in the activities, and their ability to relate statistical concepts to the investigated situations. The results showed greater student interest, participation, and engagement throughout the activities, while also promoting a better understanding of Measures of Central Tendency, the development of critical data interpretation, argumentation, and collaborative work. It was concluded that the use of the school daily context as a pedagogical resource strengthened the contextualization of statistics teaching, brought mathematical content closer to the students' reality, and contributed to more meaningful learning aligned with the guidelines of the BNCC. Editor: Universidade Federal da Paraíba Tipo: TCC 2026-08-04T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38809 Título: Ensino de matemática e educação inclusiva: uma sequência didática para o ensino das operações fundamentais com jogos e tecnologias digitais Autor(es): Felipe, Maria Vitória da Silva Orientador: Dias, Graciana Ferreira Abstract: The general objective of this work is to develop a didactic sequence that integrates playful games, technological resources, and interactive platforms in the teaching of fundamental operations, from the perspective of inclusive education, for 6th-grade elementary school students. To achieve the general objective, the following specific objectives were outlined: To discuss the fundamentals of Inclusive Education and its relationship with the teaching of Mathematics, with emphasis on the teaching and learning processes of students with ASD; to identify, through a literature review, pedagogical strategies that articulate games, technologies, and interactive platforms in inclusive contexts of Mathematics, for teaching operations; and to develop activities for teaching addition, subtraction, multiplication, and division of natural numbers to 6th-grade elementary school students, including those with ASD, at different levels of support. The research is classified as qualitative, exploratory, and bibliographic. The teaching sequence developed is made up of seven activities, covering addition, subtraction, multiplication, and division, using resources such as the Numberblocks series, operation domino games, math bingo, cover twelve, everyday problem situations, as well as the Matific and IXL platforms, in addition to concrete materials and visual resources, with suggestions for adaptations for students with ASD at all three levels of support. We believe that integrating the resources we use, organizing the routine, using visual aids, giving clear and direct instructions, breaking tasks into smaller steps, and using concrete materials help students participate more, understand the activities better, and gain more autonomy while respecting the learning pace of students with ASD. Editor: Universidade Federal da Paraíba Tipo: TCC 2026-07-30T00:00:00Z