https://ojs.ufgd.edu.br/index.php/tangram <p><em>Tangram</em> is a quarterly scientific journal which publishes papers about different aspects related to the field of Mathematics Education. The journal resulted from the interaction between two Federal University of Grande Dourados (UFGD) research groups linked to the Faculty of Exact Sciences and Technology (FACET), the Faculty of Education (FAED), and the Faculty of Indigenous Intercultural Education (FAIND): one called “Network of Mathematics Education Researches – TeiaMat/CNPq” and, the other, “Technologies of Mathematics Education Research Group – GPTEM/CNPq”.<br />Tangram aims to diffuse results generated from scientific researches, theoretical studies, scientific initiation assignments and notes on pedagogical experiences from primary to higher education. The journal focuses on papers about Mathematics Education and similar areas of study, which can be presented in Portuguese, Spanish and English. Besides the periodic issues, Tangram publishes a thematic edition once a year under the coordination of internal and external members of its team.</p> Federal University of Grande Dourados (UFGD) pt-BR TANGRAM - Revista de Educação Matemática 2595-0967 <p>Authors must accept the publication rules when submitting the journal, as well as agree to the following terms:</p><p>(a) The Editorial Board reserves the right to make changes to the Portuguese language in the originals to maintain the cultured standard of the language, while respecting the style of the authors.</p><p>(b) Authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the <a href="https://creativecommons.org/licenses/by-nc-sa/3.0/br/">Attribution-NonCommercial-ShareAlike 3.0 Brazil (CC BY-NC-SA 3.0 BR)</a> that allows: Share - copy and redistribute the material in any medium or format and Adapt - remix, transform, and create from the material. <a href="https://creativecommons.org/licenses/by-nc-sa/3.0/br/">CC BY-NC-SA 3.0 BR</a> considers the following terms:</p><ol><li>Attribution - You must give the appropriate credit, provide a link to the license and indicate whether changes have been made. You must do so under any reasonable circumstances, but in no way that would suggest that the licensor supports you or your use.</li><li>NonCommercial - You may not use the material for commercial purposes.</li><li>Sharing - If you remix, transform, or create from material, you must distribute your contributions under the same license as the original.</li><li>No additional restrictions - You may not apply legal terms or technological measures that legally restrict others from doing anything that the license permits.</li></ol><p>(c) After publication, authors are allowed and encouraged to publish and distribute their work online - in institutional repositories, personal page, social network or other scientific dissemination sites, as long as the publication is not for commercial purposes.</p> https://ojs.ufgd.edu.br/index.php/tangram/article/view/17619 <p>Este artigo, tem por objetivo discutir sobre a aprendizagem de futuros professores, ao produzirem materiais para o ensino de matemática para uma turma de licenciandos com um aluno cego. Fundamentados na perspectiva da Teoria Histórico-Cultural, proposta por Vigotski, e na Teoria da Atividade, desenvolvida por Leontiev, compreende-se que os sujeitos se desenvolvem e aprendem na interação com os seus pares. Partindo desta premissa, retrata-se aqui a experiência vivenciada por futuros professores durante a organização de materiais que foram utilizados em uma turma de um curso de licenciatura em que um dos estudantes é cego, durante a disciplina de Educação Matemática. A organização e o desenvolvimento das ações se deram por meio do projeto Clube de Matemática (CluMat) da Universidade Federal de Santa Maria (UFSM), do qual participavam um estudante e uma estudante do curso de Licenciatura em Matemática e duas do curso de Pedagogia. Para a produção de dados, foram utilizados planejamentos, relatórios, registros fotográficos e depoimentos dos integrantes do CluMat. Os resultados permitiram evidenciar alguns aspectos que se mostraram como indicativos de aprendizagens tais como: a relevância da constituição de um espaço coletivo de discussão sobre a elaboração de materiais; a mobilização de outros conhecimentos para além dos matemáticos, ao se colocarem no movimento de pensar sobre como envolver todos os estudantes da turma; a preocupação com relação à função que o material exerce no processo educativo; e a troca de conhecimentos, vivências e experiências, interagindo com sujeitos de distintas formações.</p> <p><strong>Palavras-chave: </strong>Formação inicial de professores. Ensino de Matemática. Inclusão.</p> Andresa Kaspary Zwirtes Anemari Roesler Luersen Vieira Lopes Caroline dos Santos Simone Pozebon Copyright (c) 2024 https://creativecommons.org/licenses/by-nc-sa/3.0/br/ 2024-03-30 2024-03-30 7 1 02 22 10.30612/tangram.v7i1.17619 https://ojs.ufgd.edu.br/index.php/tangram/article/view/17574 <p class="western" align="justify"><span style="color: #000000;"><span style="font-family: Liberation Sans, serif;"><span style="font-size: small;"><span lang="en-US">This research explores the role of Critical Mathematics Education (EMC) and Education in Science, Technology, and Society (ECTS) in the context of demanding critical thinking from new students in today's sociocultural and sociopolitical landscape. The study aims to investigate whether Mathematics teaching activities, mediated by Information and Communication Technologies (ICTs), can contribute to a critical, civic, and humanitarian education aligning with the principles of EMC and ECTS. The research analyzed articles from the SciELO and Capes platforms, revealing that most articles provided evidence of the relevance of ECTS and EMC. Although not directly tied to the outcomes of ICT use in Mathematics education, a significant portion of the analyzed articles expressed concerns and recognition of the importance of these educational approaches. Therefore, incorporating ICTs into these activities appears to benefit both EMC and ECTS.</span></span></span></span></p> Karina Aguiar de Freitas Souza Evonir Albrecht Copyright (c) 2024 https://creativecommons.org/licenses/by-nc-sa/3.0/br/ 2024-03-30 2024-03-30 7 1 22 41 10.30612/tangram.v7i1.17574 https://ojs.ufgd.edu.br/index.php/tangram/article/view/17602 <p>This work was aimed at promoting humanizing training with possibities for teaching basic knowledge of geometry related to the theme of hairstyles afro-brazilian culture and its history. Thinking about improving results, Project-Based Learning and historical-critical Pedagogy were used to develop this teaching practice that brought the students’ historical and cultural context with the intention of providing an anti-racist education. The theme arose from the observation of the hairstyles and braids that some students like to do with their hair and these were associated with the concepts worked on in the firts grades of high school in a state school in the state of Alagoas. This is a qualitative research, with a focus on multi-referential research-training, analyzing the data obtained through the narratives and productions of cultural practitioners that allowed the construction of knowledge throughout the process.</p> Cristiane Siqueira de Macêdo Nobre Viviane de Oliveira Santos Copyright (c) 2024 https://creativecommons.org/licenses/by-nc-sa/3.0/br/ 2024-03-30 2024-03-30 7 1 42 64 10.30612/tangram.v7i1.17602 https://ojs.ufgd.edu.br/index.php/tangram/article/view/17594 <p>This article represents a section of a larger research project aimed at identifying activities and problem situations present in the textbooks (6th and 7th-grade) of the 4th edition of the Collection "A conquista da Matemática" by José Ruy Giovanni Júnior and Benedicto Castrucci. These textbooks were approved in the PNLD 2020 program and intended to help students develop fundamental concepts such as variables, dependencies, correspondences, regularities, and generalizations, all of which are crucial for understanding the concept of Function. By applying Gerard Vergnaud's theory of conceptual fields and thoroughly analyzing the activities and situations, the study discovered nine activities in the 6th-grade textbook and twenty-one activities in the 7th-grade textbook that address the concept of function. Consequently, this finding emphasizes the vital role of teachers in identifying the activities and associate them to the concept of function through aproaches in the classroom.</p> Hiba Hussein Ghayad Renata Camacho Bezerra Richael Silva Caetano Copyright (c) 2024 https://creativecommons.org/licenses/by-nc-sa/3.0/br/ 2024-03-30 2024-03-30 7 1 65 84 10.30612/tangram.v7i1.17594 https://ojs.ufgd.edu.br/index.php/tangram/article/view/17595 <p>As estratégias de ensino que têm como base a utilização de jogos podem permitir um ensino mais abrangente, participativo e envolvente e, com isso, acredita-se que esse recurso didático possa ser uma alternativa eficiente e muito valiosa que tem muito a contribuir para o processo de ensino-aprendizagem das Frações. Diante disso, este trabalho tem como objetivo investigar os estudos existentes no Brasil sobre a utilização dos jogos no processo de ensino-aprendizagem de Frações a partir da publicação da Base Nacional Comum Curricular (BNCC). Essa pesquisa foi estruturada a partir de uma pesquisa bibliográfica, tendo como base metodológica o Estado da Arte. Para alcançar o objetivo proposto, foi realizada a pesquisa, a seleção e a análise de trabalhos publicados no portal Periódicos Capes e na plataforma da Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), a partir de 2018, ano de publicação da BNCC. Todos os trabalhos tiveram seus resumos lidos e, após uma triagem, excluíram-se aqueles que não atendiam os aspectos propostos na pesquisa, restando 4 artigos do Portal Periódicos Capes e 3 dissertações da Biblioteca Digital que tratam do ensino de Frações por meio de jogos.</p> Jefferson de Melo Batista Paula Reis de Miranda Copyright (c) 2024 https://creativecommons.org/licenses/by-nc-sa/3.0/br/ 2024-03-30 2024-03-30 7 1 85 104 10.30612/tangram.v7i1.17595 https://ojs.ufgd.edu.br/index.php/tangram/article/view/17660 <p>Contextualization: In view of the search for technical-scientific improvement in psychological assessment processes related to the affectivity of Brazilian students in the face of mathematical errors, this work presents an overview of Brazilian scientific investigations into instruments for measuring affectivity. Objective: To map the types of affect assessment instruments that are being used in Brazilian studies. Method: A systematic mapping was carried out to describe a survey of affect assessment instruments that are being used in Brazilian studies. Result: The types of affect assessment instruments used by researchers in Brazil were identified. Conclusion: No instrument was found in Brazil to measure students' affectivity in the face of mathematical errors, highlighting a research gap focusing on this type of measurement. This represents a research demand of great relevance to the area, specifically to the field of mathematical error.</p> Esdriane Cabral Viana Ricardo José Rocha Amorim Dinani Gomes Amorim Copyright (c) 2024 https://creativecommons.org/licenses/by-nc-sa/3.0/br/ 2024-03-30 2024-03-30 7 1 105 128 10.30612/tangram.v7i1.17660 https://ojs.ufgd.edu.br/index.php/tangram/article/view/17606 <p>This article aims to discuss and share investigative activities for the study of fractals mediated by the smartphone and manipulable materials. The work was theoretically based on the Phases of Digital Technologies in Mathematics Education, arising from technological advances and how much they directly impact education. The investigation, of a qualitative nature, was carried out through the elaboration of activities for the study of fractals in an interdisciplinary and investigative way, available in the GeoGebra Book “Fractals: an experience with Mathematics and Art”. In this way, the research is justified by creating possibilities of working with fractals with the use of smartphones for didactic purposes, to serve as support for students and teachers interested in the subject. We conclude that the proposal to study fractal patterns through the smartphone allows mathematical learning to occur in conjunction with digital technologies, favoring the practice of investigative mathematics.</p> <p>&nbsp;</p> Renata Roque Rejane Waiandt Schuwartz de Carvalho Faria Copyright (c) 2024 https://creativecommons.org/licenses/by-nc-sa/3.0/br/ 2024-03-30 2024-03-30 7 1 129 144 10.30612/tangram.v7i1.17606 https://ojs.ufgd.edu.br/index.php/tangram/article/view/17793 <p>Outdoor kindergartens are an educational model that has been implemented with great success in Central and Northern Europe, the United States and Asia. This model uses manipulative materials and encourages interest and curiosity in nature. This paper presents a didactic proposal aimed at 5-year-old pupils in a Spanish school and focused on solving the additive problems of a stage in an outdoor context. The sample is made up of 23 children who are in a pre-operational stage, are able to count a minimum of 20 objects establishing a one-to-one correspondence and are at a stage of evolution of attention capacity. The proposal consisted of 6 sessions, in which transformation, combination and comparison problems were worked on. Among the results were how the students solved the problems more easily through manipulation and a different environment than in their usual classes. Also, children who showed lower logical-mathematical skills were able to solve the problems by counting all the elements, while other children with a higher cognitive level used a wider variety of techniques</p> Paula Pericás Mónica Arnal-Palacián Copyright (c) 2024 https://creativecommons.org/licenses/by-nc-sa/3.0/br/ 2024-03-30 2024-03-30 7 1 145 157 10.30612/tangram.v7i1.17793 https://ojs.ufgd.edu.br/index.php/tangram/article/view/17596 <p>Neste trabalho são apresentados os resultados obtidos de uma pesquisa realizada com futuros professores matriculados em uma disciplina do Curso de Licenciatura em Matemática da Universidade Federal do Norte do Tocantins. Na referida disciplina, um dos conteúdos previstos é Números Complexos. A pesquisa, de cunho qualitativo, consistiu em obter um posicionamento dos futuros professores a respeito da concordância com a não obrigatoriedade do ensino dos Números Complexos na Educação Básica, conforme os Parâmetros Curriculares Nacionais e a Base Nacional Comum Curricular. O posicionamento foi motivado pela leitura de documentos sobre os Números Complexos na Educação Básica, na reflexão pessoal sobre a abordagem dos Números Complexos durante a Educação Básica e no levantamento de aplicações dos Números Complexos na prática. Pelos resultados obtidos, constatou-se que a maioria dos futuros professores de Matemática são a favor da abordagem dos Números Complexos na Educação Básica e sugerem a importância de que tal abordagem seja efetuada com o apoio da história da matemática, de jogos, aplicações e/ou <em>softwares</em>.</p> Fernanda Vital Copyright (c) 2024 https://creativecommons.org/licenses/by-nc-sa/3.0/br/ 2024-03-30 2024-03-30 7 1 158 178 10.30612/tangram.v7i1.17596 https://ojs.ufgd.edu.br/index.php/tangram/article/view/18065 <p>.</p> Adriana Fátima de Souza Miola Cintia Melo dos Santos Copyright (c) 2024 https://creativecommons.org/licenses/by-nc-sa/3.0/br/ 2024-03-30 2024-03-30 7 1 01 01