{"title":"Um método de contagem na soma dos termos de uma progressão aritmética","authors":"Ana Gabriela Antunes Cardoso, J. Chaves","doi":"10.21711/2319023x2021/pmo938","DOIUrl":"https://doi.org/10.21711/2319023x2021/pmo938","url":null,"abstract":"","PeriodicalId":274953,"journal":{"name":"Revista Professor de Matemática On line","volume":"196 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124382326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Resoluções visuais de alguns problemas de matemática da Educação Básica","authors":"Hilário Alencar, Larissa Cândido, Milena Farias","doi":"10.21711/2319023x2019/pmo71","DOIUrl":"https://doi.org/10.21711/2319023x2019/pmo71","url":null,"abstract":"Em seu consagrado livro Problem-Solving Through Problems, Loren C. Larson propôs doze estratégias para a resolução de problemas. Inspirados no planejamento recomendado, construímos resoluções de alguns problemas de Matemática, envolvendo álgebra, geometria e trigonometria, que são conhecidos na Educação Básica. Observamos que das estratégias apresentadas, foram utilizadas com maior predominância a segunda, sexta e sétima estratégias, que são, respectivamente, trace uma figura, explore as simetrias e divida em casos. Dessa forma, no decorrer deste artigo, apresentamos o que denominamos de “resolução visual”para uma série de problemas, mediante uma sequência de figuras.","PeriodicalId":274953,"journal":{"name":"Revista Professor de Matemática On line","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124514097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Parábolas versus logaritmos: intersecções","authors":"J. Magossi, Antônio César Barros","doi":"10.21711/2319023x2022/pmo1020","DOIUrl":"https://doi.org/10.21711/2319023x2022/pmo1020","url":null,"abstract":"A very common question among university students is: Why study Calculus? Nowadays, even with all the current technologies, this question still becomes frequent, and its answer more complicated, since it is not always easy to clarify the connection between a given technology and the mathematics necessary to implement it. From the point of view of mathematics the situation is similar, it is not always easy to determine which mathematics is necessary to solve a given problem. In this article we present a problem about the intersection between parabolas and logarithms in which, in the geometric sense, the perception of the solution is quickly visualized, without the need to know mathematics. However, to show that this visual intuition coincides with the correct answer, one must necessarily consider the mathematics taught in Calculus courses. This opens space for discussions about the teaching of Calculus and also the differences between the mathematics seen in high school and the one seen in university.","PeriodicalId":274953,"journal":{"name":"Revista Professor de Matemática On line","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131907547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Uma experiência concreta na Aritmética Modular: Chryzodes.","authors":"Dionatan Miguel Konageski, Mari Sano","doi":"10.21711/2319023x2023/pmo1117","DOIUrl":"https://doi.org/10.21711/2319023x2023/pmo1117","url":null,"abstract":"","PeriodicalId":274953,"journal":{"name":"Revista Professor de Matemática On line","volume":"237 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124606759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Ensino não presencial de Cálculo 3: relato de experiência","authors":"M. Lima, Humberto Talpo, Luiz Hartmann","doi":"10.21711/2319023x2022/pmo1024","DOIUrl":"https://doi.org/10.21711/2319023x2022/pmo1024","url":null,"abstract":"We present an experience in emergency remote teaching on integral calculus of several variables, taught jointly by three professors, in the emergency non-face-to-face teaching modality, as a result of the COVID-19 pandemic. There were two offers, one in the second semester of 2020 and another in the first semester of 2021, for approximately 360 students from Centro de Ciˆencias Exatas e Tecnologia of Federal University of S˜ao Carlos. The teaching strategy was based on active methodologies, which place the student as a protagonist of their own learning, mainly the flipped classroom. The flipped classroom is characterized, according to Valente [6], a e-learning modality, in which the student must study the content and receive online instructions, before attending the class, which becomes the place to work on the contents already studied, carrying out practical activities such as problem solving, project development, group discussion, etc. Given the emergency remote teaching, some adaptations to this active methodology were necessary, yet we saw a great opportunity to apply it. This report presents the way in which the discipline was taught, the results and the evaluation of the entire teaching-learning process.","PeriodicalId":274953,"journal":{"name":"Revista Professor de Matemática On line","volume":"369 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124623493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A lei de Poiseuille como motivadora para o ensino de Cálculo","authors":"Gabriel Ferrari, J. Araujo","doi":"10.21711/2319023x2022/pmo103","DOIUrl":"https://doi.org/10.21711/2319023x2022/pmo103","url":null,"abstract":"","PeriodicalId":274953,"journal":{"name":"Revista Professor de Matemática On line","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129760387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"O pensar matemático no processo de resolução de problemas","authors":"Stênio Silva, Leandro Antunes","doi":"10.21711/2319023x2023/pmo1116","DOIUrl":"https://doi.org/10.21711/2319023x2023/pmo1116","url":null,"abstract":"","PeriodicalId":274953,"journal":{"name":"Revista Professor de Matemática On line","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129605079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Sistema de amortização constante ou Tabela Price: Qual escolher no financiamento habitacional?","authors":"Rubens Ortega, Keila Santos","doi":"10.21711/2319023x2021/pmo933","DOIUrl":"https://doi.org/10.21711/2319023x2021/pmo933","url":null,"abstract":"The present work presents a detailed and comparative study about the mathematical models used in housing financing in Brazil, namely, the Constant Amortization System (CAS) and the French Amortization System (Price Table). In order to reach the conclusions that may help citizens in choosing which model is the most appropriate to their reality, Excel and GeoGebra software are used to observe patterns and formulate conjectures to then prove the results mathematically. This subject is in line with the objectives of the National Strategy for Financial Education and the Common National Curriculum Base, as it provides subsidies for citizens to make rational financial decisions. The theme is part of what was developed in a Master’s Dissertation of the Profmat [3].","PeriodicalId":274953,"journal":{"name":"Revista Professor de Matemática On line","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132288079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Josimar da Silva Rocha, Roger Dos Santos, H. Armando
{"title":"O problema do mapeamento no plano","authors":"Josimar da Silva Rocha, Roger Dos Santos, H. Armando","doi":"10.21711/2319023X2019/PMO713","DOIUrl":"https://doi.org/10.21711/2319023X2019/PMO713","url":null,"abstract":"The aim of this paper is to show a way to map the plane, in the sense that if we know the distances two by two between four points of the plane, we can determinate the coordinates of such points. The study of the problem presented here can serve as a playful activity that applies and contextualizes basic results of Euclidean Geometry and Analytical Geometry.","PeriodicalId":274953,"journal":{"name":"Revista Professor de Matemática On line","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129383507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Caracterizações de Convexidade para polígonos simples","authors":"L. Andre, R. Aguiar","doi":"10.21711/2319023x2019/pmo78","DOIUrl":"https://doi.org/10.21711/2319023x2019/pmo78","url":null,"abstract":"In basic education some types of definitions of convex polygons are presented succinctly, in order to provide characterizations of this type of polygon and then to develop the topics of flat geometry restricting to this category. In general, they do not address simple non-convex polygons at this school level. Nor is it common to discuss the equivalence between the various of his characterizations. The purpose of this article is to demonstrate results on convexity, which broaden the notions about such subject in basic education, extending the theory of simple polygons to the nonconvex case. Once the theoretical development is done, we suggest ways of presenting convexity in basic education using visual elements and intuition. We will discuss the different ways of characterizing convex polygons and the difficulties that arise when trying to approach nonconvex polygons. The methodological procedures used were the qualitative research in the form of bibliographic and documentary research. As a result, several propositions about convexity that are scattered in the literature are gathered together in a single text, using for that purpose a framework adequate to the teaching of geometry in basic education, that is, the framework of the graduated ruler and the protractor. Publicado online: 27/05/2019 95","PeriodicalId":274953,"journal":{"name":"Revista Professor de Matemática On line","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126007901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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