https://repositorio.ufpb.br/jspui/handle/123456789/2352 2026-08-04T03:11:09Z https://repositorio.ufpb.br/jspui/handle/123456789/38484 Título: O impacto das Olimpíadas de Matemática no desenvolvimento do pensamento algébrico no 6o e 7o ano Autor(es): Santos, Iara Marianna Suassuna Orientador: Silva, Felipe Wallison Chaves Abstract: This study investigate the impact of Mathematics Olympiads on the development of algebraic thinking among 6th- and 7th-grade students from a public state school in João Pessoa, Brazil. The research employed a mixed-methods approach, combining qualitative and quantitative techniques through the application of a questionnaire containing problems from the Paraíba Mathematics Olympiad (OPM), the Brazilian Public School Mathematics Olympiad (OBMEP), and textbooks, along with questions about participants’ perceptions and experiences. Data were analyzed based on concepts from the Brazilian National Common Curricular Base (BNCC), the Paraíba State Curriculum Proposal, and the literature on algebraic thinking and algebra teaching. The findings revealed that participation in mathematics olympiads fosters the development of skills such as pattern recognition, equation solving, and logical reasoning. Furthermore, challenging, contextualized, problem-solving-based activities were found to enhance students’ conceptual understanding of algebra and to promote an investigative stance towards problem situations. The study reinforces the importance of integrating mathematics competitions into pedagogical practice as a mean to strengthen learning and algebraic thinking. Editor: Universidade Federal da Paraíba Tipo: TCC 2025-10-02T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38447 Título: Mulheres na matemática: reflexões sobre a desigualdade de gênero e dados do curso da UFPB - Campus I Autor(es): Pereira, Bárbara Silva Orientador: Pereira, Miriam da Silva Abstract: Women, despite producing mathematical knowledge, have historically been silenced, marginalized, and excluded from science. Even today, they remain a minority in the field of Exact Sciences. In this study, we aim to investigate female participation in the undergraduate Mathematics program at the Federal University of Paraíba – Campus I, identifying possible advances or setbacks. The analysis considers the presence of women in both the Licentiate and the Bachelor’s degree tracks in Mathematics. The theoretical frameworks employed allow us to understand that the low female participation in the Exact Sciences results from a social construction, which underscores the need to reflect on the process of including women in Mathematics, as well as on public policies and strategies that may help reduce inequalities and stigmas. In addition to the theoretical approach, the research also relies on quantitative data. For this purpose, institutional documents were requested in order to analyze trends in gender inclusion within the program, thus characterizing an investigation of documentary nature. Editor: Universidade Federal da Paraíba Tipo: TCC 2025-10-02T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38437 Título: Entre discursos e invisibilidades: a representação feminina nos livros didáticos de matemática Autor(es): Santana, Sheila Marques Orientador: Pereira, Miriam da Silva Abstract: This research aims to analyze how women are represented in the mathematics textbooks for the 6th and 9th grades of elementary education approved by PNLD, based on the images, examples, and problem situations present in these materials. In order to achieve the main objective, we developed three specific objectives: To identify which gender conceptions are implicitly conveyed by the mathematics textbooks and how they manifest in the presented content; To analyze how the female figure is represented in images and activities proposed in the mathematics textbooks for the 6th and 9th grades of elementary education, identifying possible stereotypes and situations of invisibility; To investigate how the values, discourses, and ideologies conveyed by the mathematics textbooks influence the construction of perceptions about the social roles attributed to men and women. The main theorists who supported this research are Foucault (1988, 2008, 2014), Junqueira (2012), Scott (1995), Butler (2006), Louro (2001), Bourdieu (2002), Neto & Silva (2021), Casagrande (2005, 2006) and Godoy et al. (2020). The research approach is mixed (qualitative and quantitative), exploratory, bibliographic, and documentary. Data were collected through the analysis of textbooks for the 6th and 9th grades of Elementary Education. Initially, we conducted the analyses of the textbooks separately, then we made a comparison between the analyzed books. From the analyses, we noticed that the mathematics textbooks for the 6th and 9th grades from the collection Mathematics and Reality contribute to the reproduction of gender stereotypes and female invisibility, as they recurrently associate women with roles of fragility, care, passivity, and domestic activities. We also observed that in both analyzed books, the representation of women is inferior to that of men, reinforcing gender inequality. Editor: Universidade Federal da Paraíba Tipo: TCC 2025-10-02T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/37881 Título: Dificuldades e desafios encontrados na resolução de situações-problema envolvendo a operação de divisão para alunos do ensino de jovens e adultos Autor(es): Barbosa, Rômulo Barros Orientador: Dantas, Edison Thadeu Bichara Abstract: This study aimed to investigate the difficulties and strategies of Adult and Youth Education (EJA) students in solving problem situations involving the division operation. The research, with a qualitative and descriptive-interpretative approach, was conducted with eight students from Cycle III of the second segment of EJA, in a public school located in the Metropolitan Region of João Pessoa – PB, Brazil. Data were collected through a test composed of seven contextualized questions designed to mobilize different representation registers. The analysis was grounded in Vergnaud’s Conceptual Fields Theory and Duval’s Theory of Semiotic Representation Registers. The results showed that most students were classified at Performance Level 1 (62.5%), characterized by partial solutions, conceptual errors, and difficulties in interpretation. Two students (25%) reached Level 2, demonstrating more consistent strategies, though still limited in terms of generalization, while only one student (12.5%) achieved Level 3, articulating calculation, context, and justification satisfactorily. Regarding representation registers, the numerical register was predominant, followed by natural language and figural representations, although conversions between registers were scarcely observed. It is concluded that conceptual and representational difficulties are interconnected and constitute a central challenge for mathematics teaching in adult education. The study highlights the need for pedagogical practices that value students’ daily experiences, encourage conversions between registers, and foster the progressive construction of operative invariants, thus enabling a more meaningful understanding of division. Editor: Universidade Federal da Paraíba Tipo: TCC 2025-10-01T00:00:00Z