https://repositorio.ufpb.br/jspui/handle/123456789/2352 Fri, 17 Apr 2026 03:47:10 GMT 2026-04-17T03:47:10Z 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 Wed, 01 Oct 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/37881 2025-10-01T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/37879 Título: Formação inicial de professores que ensinam matemática: as dificuldades dos alunos de pedagogia construídas na educação básica Autor(es): Santos, Cecília Ferreira dos Orientador: Varella, Vinicius Martins Abstract: The teaching of Mathematics is essential for the logical and critical development of students, but many still face difficulties or insecurities regarding the subject, both in Basic Education and in Higher Education. In this sense, the present study aims to analyze the difficulties encountered by Pedagogy students in teaching Mathematics in the early years of Elementary School, investigating how Mathematics teaching in Basic Education contributes to these difficulties and the impacts these experiences have on the training and confidence of future teachers. The specific objectives are: to point out how the teaching of Mathematics in Basic Education can influence the difficulties faced in the initial training of Pedagogy students; and to understand what Pedagogy students say about possible strategies that may help in the training of teachers who will teach Mathematics in the early years. The literature review was based on authors such as Pais, Bittar and Freitas (2013) and Ponte (2023), who highlight the need for teacher training that integrates theory and practice in a contextualized and dynamic way, aiming not only at content transmission but also at the development of effective pedagogical skills. The methodology adopted was qualitative, using questionnaires and interviews conducted with Pedagogy students to understand their trajectories and perceptions regarding Mathematics teaching. The research revealed that, although the Pedagogy course offers some practical experiences, such as internships, students’ insecurities persist, largely due to the limited time available and the difficulty of applying theory to practice. The results indicate that the Mathematics Degree program presents significant gaps, with an excessive emphasis on technical content, often disconnected from pedagogical practice, perpetuating the cycle of insecurity among future teachers. Therefore, initial training needs to be rethought, both in Pedagogy and Mathematics Degree programs, by better integrating theory with practice, reinforcing essential content, and promoting active methodologies that foster more meaningful and accessible Mathematics. Editor: Universidade Federal da Paraíba Tipo: TCC Fri, 19 Sep 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/37879 2025-09-19T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/37874 Título: O eixo de setas como recurso didático: análise de dificuldades e contribuições para o ensino de juros simples no 9° ano Autor(es): Queiroz, Sabrina Nogueira de Orientador: Varella, Vinicius Martins Abstract: Financial mathematics is a field that studies the behavior of money over time. Therefore, mastering it is a necessary condition for the application of financial education, which aims to develop citizens capable of making informed decisions, analyzing investments and risks. This study analyzes the contribution of the arrow axis as a teaching tool in solving and understanding questions about simple interest contextualized in the 9th grade, identifying the difficulties encountered in calculating simple interest through the use of visual aids and comparing student performance with and without its application. Furthermore, it is based on Raymond Duval's Theory of Semiotic Representation Registers, which seeks to consolidate mathematical knowledge through conversions between registers, and on the book "Matemática Financeira na Escola Básica: Uma abordagem prática e visual" by the Fundão Project at UFRJ. The study also includes a critical analysis of the teaching of simple interest in 9th grade classes at a municipal school in João Pessoa. This is an applied research with a quantitative and qualitative approach, explanatory and descriptive in nature, which analyzes and classifies the difficulties in teaching simple interest. The results showed that although students' main errors were in conversions between registers, the arrow axis proved effective in improving learning about simple interest in comparative tests. Editor: Universidade Federal da Paraíba Tipo: TCC Fri, 26 Sep 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/37874 2025-09-26T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/37873 Título: Um breve estudo sobre espaços de Hilbert Autor(es): Freitas, Flávio Medeiros de Orientador: Medeiros, Everaldo Souto de Abstract: In this work, we present in a concise manner the main fundamental concepts of Functional Analysis necessary for the formulation and demonstration of the Riesz Representation Theorem in infinite dimensions. As an application of this result, and with a preliminary introduction to Sobolev spaces, we establish the existence and uniqueness of the weak solution to the Dirichlet problem, which constitutes the main objective of this project. Editor: Universidade Federal da Paraíba Tipo: TCC Tue, 30 Sep 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/37873 2025-09-30T00:00:00Z