https://repositorio.ufba.br/handle/ri/19321 2026-05-02T17:20:53Z https://repositorio.ufba.br/handle/ri/44400 Título: Jogos educativos digitais com scratch: uma abordagem para o ensino de números inteiros no ensino fundamental Autor(es): Azevedo, Augusto Ferreira de Primeiro Orientador: Ferreira Junior, Perfilino Eugênio Abstract: The central objective of this research is to investigate the p otential of the Scratch digital platform in a lesson sequence with digital educational games aimed at teaching integers to 7th grade students in elementary school. Based on the principles of meaningful learning, educational games, computational thinking, a nd the guidelines of the Brazilian National Curriculum Base (BNCC), the proposal combines brief expository activities with digital games that explore the comparison of integers, absolute value, addition, subtraction (and its equivalence to the addition of the opposite), identification of Cartesian coordinates, and description of movements in the plane. The methodology adopted is based on the use of teaching sequences as a structuring strategy for the teaching and learning process of mathematics, in addition to exploratory research on the proposed theme. The study was developed in a public school class, in a context of technological infrastructure limitations, using as main data collection instruments: an initial diagnostic assessment, an exit assessment, and a feedback questionnaire. The Scratch applications were built by the teacher researcher based on diagnosed conceptual difficulties, functioning as "conceptual laboratories" to support the transition from concrete to abstract concepts, with a strong emphas is on visual representations and immediate feedback. The results indicated a significant increase in average correct answers, a consistent reduction in standard deviations, and greater homogenization of the class's performance, particularly in the more abs tract questions , where the greatest gains were observed. Participants with the lowest initial performance were the ones who improved the most, highlighting the inclusive nature of the teaching sequence. The feedback questionnaire revealed high acceptance o f the games, a perception that the applications helped to understand rules of signs and coordinate content, as well as increased motivation to study mathematics. As a final product, an educational resource is presented, consisting of a complete script of t he teaching sequence, guidelines for the replicating teacher, assessment instruments, and a detailed description of the conception of a model game in Scratch, which, although not applied to the class, serves as a reference for the creation and adaptation o f new games in different school contexts. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação 2026-01-07T00:00:00Z https://repositorio.ufba.br/handle/ri/43734 Título: A Matemática na culinária: uma proposta metodológica para o ensino de frações. Autor(es): Bacelar, Leonardo Newton Paiva Primeiro Orientador: Cassol, Mariana Abstract: This study proposes a didactic sequence for teaching fractions aimed at upper elementary school students, based on possible real-life experiences they may have encountered. The goal is to make this mathematical content more relatable by connecting it to their daily lives. The shared experience was conducted with 43 sixth-grade students from two classes at Colégio Estadual Nossa Senhora de Fátima in Salvador, Bahia. The activity used fractional measurements from a culinary recipe to explore their relationship with the actual quantities of ingredients. It consisted of two phases: baking a cake using a recipe intentionally designed with numerous fractions and then applying a qualitative questionnaire. The idea for this approach emerged from a review of how fractions were used by different civilizations throughout history, as well as the observation that mathematics education often presents fractions in a way disconnected from real-world applications. Additionally, an analysis of textbooks suggests that this method is valid, given the variety of cases that explore recipes in their content. This activity bridges theory and pedagogical practice as an alternative way to approach fraction instruction. After analyzing the responses, it is possible to conclude that there is room for more playful and engaging activities at this educational stage. Furthermore, students demonstrated improved comprehension and engagement, indicating a positive learning experience. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação 2025-12-11T00:00:00Z https://repositorio.ufba.br/handle/ri/43526 Título: Geometria e as ilusões: uma proposta interdisciplinar nas aulas de matemática. Autor(es): Rocha, Jamile Ceci dos Santos Primeiro Orientador: Gonzalez-Marin, Juan Andres Abstract: In the school context, in order to foster students’ interest in mathematical knowledge, many teachers revisit pedagogical planning and teaching practices, diversify instructional methodologies, and propose interdisciplinary didactic sequences. The objective of this study, therefore, is to present a didactic sequence on geometric transformations through experimentation and the construction of illusion models with a group of first-year high school students from the State Public School System. This is a qualitative research study based on the theoretical principles of didactic sequences as proposed by Antoni Zabala (1998). The structured activities are divided into three independent modules, each based on a proposed visual illusion—namely, the Ames Room, Moiré Patterns, and Cylindrical Anamorphosis—addressing, respectively, the concepts of homothety, translation, and rotation of geometric figures. Methodological aspects include the development of a lesson plan and the administration of a post-lesson questionnaire. The Content Analysis technique is used to identify students’ interests or resistance regarding the proposed methodologies, such as experimentation, use of concrete materials, digital technologies, and interdisciplinarity. As results, illusion models were constructed using GeoGebra and Anamorph Me! software, as well as recyclable materials. The didactic sequence is validated based on theoretical foundations, implementation in practice, records of student activities, and student assessments. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação 2025-06-27T00:00:00Z https://repositorio.ufba.br/handle/ri/42535 Título: Sequência didática: educação financeira crítica com foco em projetos de vida. Autor(es): Pereira, Daniela Wanderley Abstract: The teaching sequence is the result of research developed in the National Network of Mathematics Graduate Programs (PROFMAT) at the Federal University of Bahia (UFBA). It was conducted at a public school in the municipality of Valença, Bahia, with a third-year high school class. Inspired by Critical Mathematics Education, the sequence highlights the role of mathematics as a tool for understanding and interacting with the world, integrating mathematical knowledge with essential skills for planning life projects, including financial analysis and salary calculations. It adopts an investigative approach to help students develop critical thinking skills when analyzing their career choices and the paths to achieving them. Through practical and reflective activities, such as creating spreadsheets and studying pay stubs, students are guided to apply mathematics in their daily lives, understanding concepts such as INSS (National Institute of Social Security) and IRPF (Income Tax). Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Outros 2025-06-12T00:00:00Z