https://repositorio.ufu.br/handle/123456789/21774 2026-09-20T20:48:08Z 2026-09-20T20:48:08Z https://repositorio.ufu.br/handle/123456789/50212 2026-09-11T06:19:07Z 2026-08-07T00:00:00Z

Title: Educação financeira nas escolas: caminhos para promover a qualidade de Vida Abstract: Financial Education is a topic included as a contemporary transversal theme in the National Common Curricular Base (BNCC), that has been widely discussed in various fields, both inside and outside of school environment. It has been featured in Brazilian and international scientific literature and has drawn the interest of both private and governmental initiatives, as it is tied to citizenship education and the concerning scenario of high population indebtedness. This study investigates the following question: "How can Financial Education in schools promote students' quality of life?". To address this question, a qualitative bibliographical and documentary research approach was chosen, focusing on the historical aspects and concepts of Financial Education, as well as Financial Education in the BNCC and the Minas Gerais curriculum. Data were gathered from the instructional proposal presented in Ferreira's (2022) master's thesis and the Financial Education Booklet published by the Central Bank of Brazil. Data analysis was carried out using Bardin's (2016) Content Analysis, which enabled the construction of three categories: Planning and Risk Reduction; Conscious Decision-Making; and Investment and Fulfillment of Dreams. The interpretation of these categories highlights the importance of well-structured pedagogical proposals that take into account students' lived experiences and foster not only the understanding of Financial Mathematics related to interest rates and inflation, but also the development of autonomy, conscious decision-making, and critical thinking among students—elements crucial for promoting their quality of life.

2026-08-07T00:00:00Z https://repositorio.ufu.br/handle/123456789/50177 2026-09-10T06:21:04Z 2026-07-28T00:00:00Z

Title: Proporção Áurea e Geogebra no Ensino de Matemática: visualizando conceitos à luz da Modelagem Matemática Abstract: This study aims to develop two teaching sequences based on Mathematical Modeling and created with the aid of GeoGebra software for teaching the Golden Ratio at the high school level. The research is grounded in the issue that traditional mathematics instruction prioritizes the memorization of formulas and abstract concepts, leading to a lack of interest and comprehension difficulties among students. To support the development of these teaching proposals, the study addresses historical aspects of the golden ratio, its properties, and its manifestations in various fields, as well as the theoretical foundations of Mathematical Modeling and the use of GeoGebra in mathematics education. As a result, two teaching proposals were developed, structured around the stages of interaction, mathematization, and mathematical modeling. The first proposes exploring human facial proportions by marking points and calculating dynamic ratios in GeoGebra, leading to the formalization and understanding of the golden ratio. The second proposal focuses on the geometric construction of the golden rectangle overlaid on works of art and the façade of the Parthenon, enabling hypothesis validation and the development of students' critical thinking regarding mathematical models. The study concludes that integrating these methodological approaches can foster contextualized and participatory learning, promoting student autonomy and bridging the gap between mathematical concepts and real-world reality.

2026-07-28T00:00:00Z https://repositorio.ufu.br/handle/123456789/50174 2026-09-10T06:21:02Z 2026-07-27T00:00:00Z

Title: A interdisciplinaridade na Matemática do Ensino Médio: uma análise dos Cadernos MAPA Abstract: This study analyzes how interdisciplinarity is presented in the activities comprising the Cadernos MAPA (MAPA Workbooks) for the Mathematics curriculum in the first year of high school (Ensino Médio) in 2025. The investigation stems from the need to understand how this material presents activities that link Mathematics with other fields of knowledge. The aim is to determine whether these activities foster a genuine integration of knowledge or merely use everyday situations as a pretext for applying calculations and formulas. The research employs a qualitative approach, based on a review of literature and documents. To ground the analysis, the study draws on authors who discuss interdisciplinarity, the fragmentation of education, and the importance of meaningful learning for students. The activities were categorized into two groups: artificial contexts and integrative potential. The results indicate that most activities utilize contexts superficially, without establishing a deep connection to other areas of knowledge. However, activities with strong integrative potential were also identified. In these instances, Mathematics serves as a tool for understanding social, scientific, and spatial issues. The study concludes that while the material has limitations due to its frequent use of artificial contexts, it offers significant possibilities for interdisciplinary work. Ultimately, however, the success of this integration depends directly on how the teacher conducts and expands upon the activities in the classroom.

2026-07-27T00:00:00Z https://repositorio.ufu.br/handle/123456789/50122 2026-09-05T06:21:19Z 2026-08-04T00:00:00Z

Title: Impressão 3D no ensino de geometriaespacial: uma proposta didática articulando tinkercad e geogebra Abstract: This study aims to investigate the pedagogical potential of using 3D printing, combined with digital platforms such as GeoGebra, Tinkercad, and slicing software, in Mathematics teaching through a didactic sequence focused on Spatial Geometry. The proposal includes activities involving familiarization with three-dimensional digital environments, construction and modeling of geometric solids, exploration of mathematical functions and relationships, calculation of areas and volumes, study of ratio, proportion and percentage, as well as the materialization of digital models through 3D printing. The research is characterized as applied, with a predominantly qualitative approach and the possibility of using quantitative elements, considering observations, questionnaires, students’ productions, activity records, and reflective autobiographical reports. The target audience is composed of 9th-grade elementary school students. The didactic sequence was organized into five progressive activities: introduction to Spatial Geometry and Tinkercad; modeling of prisms and cylinders; investigation of areas and volumes; problem-solving involving ratio, proportion and percentage with the support of GeoGebra; and 3D printing of the constructed models. The proposal is expected to contribute to making mathematical learning more visual, concrete and meaningful, favoring spatial perception, student participation, the relationship between theory and practice, and the understanding of geometric concepts that are often addressed abstractly in the classroom. Notes: 97

2026-08-04T00:00:00Z