TEDE Coleção:http://www.bdtd.uerj.br/handle/1/36972026-05-14T23:22:46Z2026-05-14T23:22:46ZEntre o jogo e a aprendizagem: o uso da gamificação no Scratch para o ensino de potênciasMoreira, Hudson Lopeshttp://www.bdtd.uerj.br/handle/1/251082025-12-03T11:45:56Z2025-08-21T00:00:00ZTítulo: Entre o jogo e a aprendizagem: o uso da gamificação no Scratch para o ensino de potências
Autor: Moreira, Hudson Lopes
Primeiro orientador: Souza, Marcele Câmara de
Abstract: This dissertation presents a didactic proposal centered on the creation and implementation of two educational digital games, A Jornada dos Matemágicos and A Jornada dos Matemágicos 2, developed on the Scratch platform with the aim of exploring the teaching of exponentiation in accordance with the competencies outlined by the Brazilian Common Core Curriculum (BNCC) for Elementary Education. The study is grounded in the gamification approach as a strategy to foster engagement, motivation, and learning in Mathematics. The study presents the theoretical concepts of gamification and the structural elements of educational games, detailing the development process of the proposed games, including their visual aesthetics,
gameplay mechanics, and RPG-inspired narrative. The research followed a mixedmethods approach, involving classroom implementation, direct observation, questionnaire application, and data analysis. The results indicated that the use of the games contributed to improved student performance, reinforcement of mathematical content, and a more interactive and enjoyable learning experience. It is concluded that well-structured gamification represents an effective pedagogical alternative for Mathematics education, especially when it integrates narrative, challenge, and interactivity into the teaching process.
Instituição: Universidade do Estado do Rio de Janeiro
Tipo do documento: Dissertação2025-08-21T00:00:00ZA Calculadora como Recurso Tecnológico Educativo para o Fortalecimento e Consolidação do Pensamento AritméticoSantos, Pedro Henrique Alves Justino doshttp://www.bdtd.uerj.br/handle/1/250842025-12-01T12:09:12Z2025-08-07T00:00:00ZTítulo: A Calculadora como Recurso Tecnológico Educativo para o Fortalecimento e Consolidação do Pensamento Aritmético
Autor: Santos, Pedro Henrique Alves Justino dos
Primeiro orientador: Márquez, Rosa García
Abstract: This dissertation presents a didactic proposal designed to teach numbers and Algebra
to first-year high school students who experienced learning gaps due to the absence of inperson classes during the final years of elementary education, resulting from the COVID-19
pandemic. The proposal seeks to encourage students‘ active participation in the learning
process, develop skills in the use of calculators to solve problems in a variety of theoretical
and applied contexts, and foster critical reflection on the structuring of the set of rational
numbers in an intuitive way, also providing opportunities to understand selected mathematical
demonstrations. The research is grounded in years of teaching experience and in the analysis
of recent assessments, with the aim of re-signifying the teaching of these contents, in line with the Base Nacional Comum Curricular (BRASIL, 2018; BRASIL, 2022) and with the
incorporation of educational technologies, particularly the calculator. This resource is
addressed not only as a computational tool, but also as a pedagogical instrument for the
construction and comprehension of mathematical concepts. The methodology adopted is
Didactical Engineering, which makes it possible to diagnose students‘ prior knowledge,
revisit fundamental content, and guide them in solving and verifying arithmetic expressions,
both with and without the use of calculators. Furthermore, contextualized exercises are
proposed to promote progressive and meaningful learning. The activities developed for
students were designed in such a way that they could explore concepts, review theory, and
carry out tasks more independently, fostering autonomy, the development of a self-directed
learning profile, and active participation in the learning process. Part of this material was
printed and distributed in the form of a workbook, with spaces for students to record their
answers, thus optimizing time. The results obtained were satisfactory, demonstrating progress in learning, in the pedagogical use of technology, and in the development of students‘ intellectual autonomy.
Instituição: Universidade do Estado do Rio de Janeiro
Tipo do documento: Dissertação2025-08-07T00:00:00ZInterdisciplinaridade e Matemática: utilização de hortas para o desenvolvimento educacional de turmas de jovens e adultosFaria, Fábio Ramos dehttp://www.bdtd.uerj.br/handle/1/250632025-11-25T15:37:23Z2025-03-07T00:00:00ZTítulo: Interdisciplinaridade e Matemática: utilização de hortas para o desenvolvimento educacional de turmas de jovens e adultos
Autor: Faria, Fábio Ramos de
Primeiro orientador: Souza, Marcele Câmara de
Abstract: This research aims to analyze the school garden as a pedagogical instrument
for teaching mathematics. The study was conducted in a school in the city of Rio de
Janeiro, focusing on teaching mathematical content related to the metric system, area
and volume. In developing the work, a historical analysis was carried out, addressing
both the legal guidelines on teaching these contents and the practical application of
teaching by the teacher. To carry out the research, a didactic sequence based on
investigative methodology was formulated. The study sought to examine the
construction of school gardens in the context of teaching and learning mathematics in
a school in the city of Rio de Janeiro, promoting the contextualization of students'
knowledge. This process also aimed at improving the quality of teaching-learning,
enabling the student, in collaboration with the teacher, to become emancipated in the
search for significant knowledge. In this way, school gardens prove to be pedagogical
instruments capable of promoting different teaching possibilities, contributing to
learning through innovative practices that spark student interest in the search for
knowledge.
Instituição: Universidade do Estado do Rio de Janeiro
Tipo do documento: Dissertação2025-03-07T00:00:00ZRepresentação pictórica e linguagem matemática em Geometria Euclidiana na educação básicaFonseca, André Luiz dahttp://www.bdtd.uerj.br/handle/1/248512025-10-07T15:53:12Z2024-12-13T00:00:00ZTítulo: Representação pictórica e linguagem matemática em Geometria Euclidiana na educação básica
Autor: Fonseca, André Luiz da
Primeiro orientador: Silva, Jaime Velasco Câmara da
Abstract: The use of figures in teaching Geometry is of great importance for the interpretation, visualization and understanding of mathematical concepts. A figure can lead the reader to an adequate apprehension or it can lead him to a mistaken construction about the definition of a mathematical object. To obtain the desired result, it is necessary that the pictorial representation (i.e., expression through figures) be done appropriately; otherwise, a mathematical object may be misunderstood. For example, if, when representing a parallelogram, figures with consecutive non-perpendicular sides are always used, a rectangle may not be seen as a type of parallelogram. The use of mathematical language is also discussed in this text, since it is not possible to represent some mathematical objects exclusively through figures. In this sense, this work discusses the importance of a pictorial representation to express geometric objects – more precisely triangles and quadrilaterals, as well as some particular cases of these polygons. Furthermore, it also discusses the contributions to pictorial representations suitable for teaching Geometry in basic education.
Instituição: Universidade do Estado do Rio de Janeiro
Tipo do documento: Dissertação2024-12-13T00:00:00Z