Banca de DEFESA: FÁBIO DA COSTA ALECRIM

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : FÁBIO DA COSTA ALECRIM
DATE: 02/09/2026
TIME: 14:00
LOCAL: Sala de Videoconferência da Biblioteca
TITLE:

“PROGRESSÕES ARITMÉTICAS: UMA PROPOSTA DE SEQUÊNCIA DIDÁTICA PARA O ENSINO MÉDIO FUNDAMENTADA NA MODELAGEM MATEMÁTICA”.

KEY WORDS:

BNCC; High School; Arithmetic Progressions; Mathematical Modeling; Didactic Sequence.

PAGES: 72
BIG AREA: Ciências Exatas e da Terra
AREA: Matemática
SUMMARY:

This dissertation addresses the challenges associated with teaching Arithmetic Progressions (AP) in high school—a subject often characterized by predominantly procedural and decontextualized approaches—and proposes a didactic sequence grounded in the Mathematical Modeling frameworks of Bassanezi and Burak, while aligning with the guidelines of the National Common Curricular Base (BNCC). Adopting a qualitative development-oriented approach, the research aims to analyze high school mathematics textbook series published in 2024 through the lens of Mathematical Modeling and to propose a didactic sequence for teaching AP that adheres to BNCC guidelines. The study involves documentary research to identify BNCC directives for teaching AP and establishes a theoretical framework on Mathematical Modeling to support both the textbook analysis and the development of the educational product. The proposed didactic sequence seeks to move beyond purely traditional methodologies centered on formula memorization; instead, it aims to guide students through a complete modeling cycle—ranging from the initial problem formulation and data collection based on real-world phenomena (such as training schedules or the emptying of PET bottles) to the construction and critical validation of algebraic models and the communication of results. The proposal aims to develop students' ability to identify patterns of constant variation, derive the general term formula for AP, and relate it to discrete affine functions, utilizing simple, low-cost materials. Although the didactic sequence has not been implemented in an actual classroom setting, it is anticipated that its application could foster a more natural, engaging, and critical approach to learning AP, thereby promoting student agency and a deeper understanding of mathematics as a tool for interpreting and intervening in reality.

COMMITTEE MEMBERS:
Externo à Instituição - THIAGO BEIRIGO LOPES
Interna - 1866338 - FABIANA ALVES DOS SANTOS
Presidente - 1983258 - LENIEDSON GUEDES DOS SANTOS