Data: 18/09/2026 Hora: 10:00

Local: On-line

Título: Teaching Exponential Functions with GeoGebra: An Interactive E-book Proposal for High School

Palavras-chave: Exponential function; GeoGebra; GeoGebra Book; didactic sequence; digital technologies; high school.

Páginas: 102

Resumo: This dissertation focuses on an interactive e-book developed on the GeoGebra Book platform to support the teaching and learning of exponential functions in high school. The study is based on the understanding that digital technologies can broaden the possibilities for approaching mathematical concepts, particularly by fostering visualization, experimentation, and the exploration of different representations. In this context, the research seeks to answer the following question: what are the pedagogical potentialities of an interactive e-book developed on GeoGebra Book to support the teaching and learning of exponential functions in high school? The general objective is to discuss the pedagogical potentialities of this e-book in alignment with the skills established in the Brazilian National Common Core Curriculum (BNCC) and the Mato Grosso State Curriculum Reference Document (DRC-MT). The study adopts a qualitative approach and was conducted through a theoretical framework, analysis of curriculum documents, and a systematic literature review on the teaching of exponential functions and the use of digital technologies. The e-book presents an inquiry-based didactic sequence consisting of contextualized situations, conceptual content, exploratory activities, dynamic constructions and graphs, guidelines for teacher mediation, and assessment possibilities. The discussion of the material identifies pedagogical potentialities related to visualizing the graphical behavior of exponential functions, manipulating parameters, connecting different mathematical representations, and exploring concepts through inquiry, while also providing possibilities for teacher mediation.

Membros da Banca:

Presidente - DIEGO PIASSON - UNEMAT

Membro Interno - WILLIAM VIEIRA GONÇALVES - UNEMAT

Data: 16/07/2026 Hora: 14:00

Local: Campus da UNEMAT em Barra do Bugres

Título: Teaching Ratio and Proportion Using Scratch: A Proposal Based on Computational Thinking Skills

Palavras-chave: Scratch; Computational Thinking; Ratio and Proportion; Mathematics Education; Elementary Education

Páginas: 128

Resumo: This dissertation presents an educational resource aimed at teaching ratio and proportion to 8th-grade students in lower secondary education, using programming in the Scratch platform as a strategy for mathematics learning. The proposal integrates skills EF08MA12 and EF08MA13 of the Brazilian National Common Curricular Base (BNCC) for Mathematics with skills related to computational thinking established in the BNCC for Computing. Grounded in the theoretical assumptions of constructionism and computational thinking, the educational resource consists of a sequence of activities that guides students in the development of animations and games involving concepts of ratio, proportion, and average speed. The activities were designed to promote the understanding of these concepts through problem solving, mathematical modeling, and block-based programming. The results of the analysis indicate that Scratch constitutes a potentially relevant tool for the representation and exploration of mathematical concepts, enabling the integration of mathematical reasoning and skills associated with computational thinking. The educational resource developed provides theoretical and methodological support for teaching practice and may be adapted to different educational contexts.

Membros da Banca:

Presidente - DIEGO PIASSON - UNEMAT

Membro Interno - EDMILTON GUSKEN - UNEMAT

Data: 08/06/2026 Hora: 14:00

Local: https://meet.google.com/atf-izng-mho

Título: TEACHING QUADRATIC FUNCTIONS: A DIDACTIC PROPOSAL USING GEOGEBRABOOK

Palavras-chave: Mathematics Teaching. Quadratic Functions. Digital Technologies. Digital Book. GeoGebraBook.

Páginas: 88

Resumo: This dissertation, developed within the scope of the Professional Master’s Program in Mathematics in National Network (PROFMAT), aimed to develop and analyze a didactic sequence focused on the teaching of quadratic functions, materialized as an educational product in the format of a GeoGebraBook. The research investigated how a didactic sequence grounded in the Theory of Didactical Situations and structured with the support of GeoGebra could enhance the learning of concepts related to quadratic functions, ranging from the analysis of coefficients to problem solving. The adopted methodology consisted of a bibliographic review concerning the concept of function, quadratic functions, and the integration of digital technologies into Mathematics Education, with emphasis on the GeoGebra software. Furthermore, the didactic sequence and the educational product were carefully designed and developed. The GeoGebraBook was organized into sections covering introductory aspects, the geometric definition of the parabola, the review of fundamental concepts, and practical activities, aiming to promote a dynamic, investigative, and visual approach to the content. It is concluded that the articulation between theoretical foundations of Mathematics Education and digital technologies presents significant potential to redefine the teaching and learning process of quadratic functions, offering students an interactive resource capable of contributing to the understanding of concepts often marked by a high level of abstraction. As a future perspective, the empirical application and validation of the didactic sequence in real classroom contexts are suggested.

Membros da Banca:

Presidente - MARCIA CRISTINA DAL TOE - UNEMAT

Membro Interno - MAURO VIEGAS DA SILVA - UNEMAT

Data: 29/04/2026 Hora: 14:00

Local: UNEMAT-BBG

Título:   Mathematical Animations with Manim: from Cognitive Model to Visualization in Basic Education  

Palavras-chave: mathematical visualization; Manim animations; cognitive load; visualization objects; Basic Education;

Páginas: 78

Resumo: In mathematics education, we deal with barriers that are far from simple to overcome. One of them is how students make sense of content that often demands abstraction or generalization. We know that abstraction sits at the very core of mathematical objects, and making them accessible requires teachers to draw on a broad and flexible repertoire of approaches. Dynamic visual representations emerge as one available response to this challenge, but research is clear that their effectiveness is no silver bullet — it depends on understanding the epistemology of the represented object, the prior knowledge students bring, and the quality of the teacher's mediation. This dissertation sets out to understand the use of Python's Manim library in mathematics teaching at the Basic Education level. We focused on producing animations grounded in cognitive principles and aligned with the 9th grade SAEB descriptors. A consequence of this investigation is an educational product built on a theoretical framework that identifies and points toward mathematics content visualizations supported by a set of cognitive and epistemological theories. The theoretical framework we developed operates on two complementary levels. At the cognitive level, we draw on multimedia learning theory, dual coding theory, cognitive load theory, and the theory of semiotic representation registers. In producing the videos, we implemented concepts from visual cognition, computational thinking, and the humans-with-media perspective. From this combination, we built an epistemological-cognitive decision model that classifies SAEB descriptors according to their suitability for animation, resulting in a selection of content for which dynamic representation offers verifiable cognitive gains over static representation. The study corpus consists of eight animations. Each was analyzed across five distinct moments, covering the epistemological justification of the content, the visual script, the implementation decisions in Manim, the articulation with the theoretical framework, and the suggested conditions for teacher mediation. The associated educational product is an e-book aimed at Basic Education teachers, with a didactic guide for classroom use of the animations. The study did not include data collection with students or empirical validation of the animations produced, which delimits its scope and points toward the qualitative research agenda outlined in the final considerations.

Membros da Banca:

Presidente - JUNIOR CESAR ALVES SOARES - UNEMAT

Membro Interno - LUIZ ANTONIO JACYNTHO - UNEMAT

Data: 27/06/2025 Hora: 09:00

Local: on-line

Título: FROM THEORY TO PRACTICE: EXPLORING MATHEMATICAL CONCEPTS IN ROBOT CONSTRUCTION

Palavras-chave: Educational Robotics; Mathematics Teaching; LEGO® Spike Prime Kit; High School.

Páginas: 133

Resumo: The recent incorporation of the LEGO® Spike Prime kit in several public schools in Mato Grosso—through initiatives of the State Department of Education—has expanded pedagogical possibilities in basic education, especially regarding the integration of educational robotics as a didactic resource. However, many teachers still face difficulties in articulating the use of robotics with the required curricular content, which compromises the full potential of this resource in the classroom. In this context, this paper presents a proposal for a didactic sequence aimed at teaching mathematics in high school, using educational robotics as a teaching and learning strategy. The proposal was developed for use with the LEGO® Spike Prime kit and seeks to integrate mathematical content—such as sequences, functions, and geometric solids—with the practical and creative application of robotics, fostering more engaging, contextualized lessons aligned with the competencies outlined in the Base Nacional Comum Curricular (BNCC).

Membros da Banca:

Presidente - DIEGO PIASSON - UNEMAT

Membro Interno - WILLIAM VIEIRA GONÇALVES - UNEMAT

Data: 05/04/2025 Hora: 09:00

Local: online via meet

Título: Explorando o GeoGebraBook para o Ensino de Área e Perímetro: Uma Abordagem Interativa para a Construção da Aprendizagem

Palavras-chave: Área, Perímetro, GeoGebraBook

Páginas: 57

Resumo: Este estudo investiga o uso do GeoGebra como recurso para ensinar conceitos de área e perímetro de formas geométricas. A dissertação explora como a abordagem interativa do GeoGebraBook pode facilitar a compreensão desses conceitos pelos alunos, promovendo uma aprendizagem mais engajadora e eficaz. Por meio de atividades práticas e construção de modelos virtuais, este trabalho demonstra como o GeoGebra pode ser uma ferramenta valiosa no ensino de matemática. O trabalho foi desenvolvido a partir da necessidade de aprimorar os processos de ensino e aprendizagem relacionados aos fundamentos matemáticos, com foco específico na geometria. Além disso, busca desconstruir a ideia de que a Matemática é composta por conceitos difíceis e "chatos". Para atingir esse objetivo, foi apresentada uma abordagem diferenciada para o ensino desse campo matemático, com ênfase nos planos geométricos. Como estratégia de ensino e aprendizagem, utilizou-se o software GeoGebra, explorando especialmente o recurso GeoGebraBook para criar ferramentas que contribuam no ensino dos conceitos matemáticos aos alunos. A dinâmica proporcionada pelo GeoGebraBook, enquanto recurso digital, possibilita ampliar a interação dos estudantes e, consequentemente, potencializar o aprendizado. O principal objetivo do produto educacional elaborado neste trabalho é apresentar uma proposta pedagógica para o ensino Área e perímetro por meio do GeoGebraBook, visando contribuir para a prática pedagógica dos professores de Matemática no processo ensino e aprendizagem.

Membros da Banca:

Presidente - WILLIAM VIEIRA GONÇALVES - UNEMAT

Membro Interno - DIEGO PIASSON - UNEMAT

Data: 02/12/2024 Hora: 17:00

Local: Online-Via Meet

Título: Energy autonomy project from the perspective of Mathematics teaching

Palavras-chave: biomass, Pro-Alcohol, sugarcane, mathematics education

Páginas: 40

Resumo: In this dissertation, we will discuss the work of Bautista Vidal, who dedicated his career to the study of biomass energy, with a special focus on his efforts and the implementation of the Pro-Alcohol program. At the end, we will present a comparison between the productivity of sugarcane and corn in ethanol production. This will be done by using concepts such as the rule of three, percentage, proportionality, tables, and graphs, which allows us to integrate the discussion of Brazilian energy autonomy within the context of basic mathematics education.

Membros da Banca:

Presidente - JUNIOR CESAR ALVES SOARES - UNEMAT

Membro Interno - WILLIAM VIEIRA GONÇALVES - UNEMAT

Data: 25/08/2024 Hora: 14:00

Local: On line via meet

Título: .

Palavras-chave: .

Páginas: 75

Resumo: .

Membros da Banca:

Presidente - LUIZ ANTONIO JACYNTHO - UNEMAT

Membro Interno - WILLIAM VIEIRA GONÇALVES - UNEMAT

Data: 25/08/2024 Hora: 14:00

Local: On line via meet

Título: .

Palavras-chave: .

Páginas: 50

Resumo: .

Membros da Banca:

Presidente - MAURO VIEGAS DA SILVA - UNEMAT

Membro Interno - LUIZ ANTONIO JACYNTHO - UNEMAT

Data: 18/05/2023 Hora: 16:30

Local: Google Meet

Título: OBJETO DIGITAL DE APRENDIZAGEM DO TIPO VÍDEO INTERATIVO PARA O ENSINO DAS QUATRO OPERAÇÕES COM NÚMEROS NATURAIS

Palavras-chave: Vídeo; ActivePresenter; Adição; Subtração; Ensino

Páginas: 61

Resumo: Este trabalho teve como objetivo o desenvolvimento de um objeto digital de aprendizagem do tipo Vídeo interativo voltado ao processo de ensino aprendizagem das quatro operações básicas da matemática, como também para a interpretação de problemas. Nesse sentido, enfatizamos o que são objetos digitais de aprendizagem e suas características pedagógicas e técnicas, e ainda, são abordadas as vantagens de utilizar vídeos interativos, uma vez que eles podem contribuir tanto no ensino, quanto na aprendizagem dos alunos, de acordo com Braga (2014) e Tarouco (2014). Na sequência apresentamos aspectos históricos e as propriedades fundamentais das quatro operações básicas da matemática com números naturais. A metodologia de desenvolvimento utilizada foi a INTERA de Braga (2015), que esboça os processos para o desenvolvimento de qualquer tipo de conteúdo digital utilizado para a aprendizagem. Considerando as dificuldades dos estudantes do 6° ano do Ensino Fundamental, em resolver as quatro operações básicas da matemática e interpretação de problemas, tornou-se necessária a busca por estratégias pedagógicas com o intuito de contribuir com a aprendizagem dos alunos. Sendo assim, desenvolvemos um objeto digital de aprendizagem do tipo Vídeo Interativo, o qual proporciona a exploração das quatro operações de forma interpretativa. O Vídeo interativo foi desenvolvido por meio do software ActivePresenter e o aplicativo Bitmoj, e terá opções de explicação do conceito e propriedades de adição, subtração, multiplicação e divisão, como também interpretações de problemas e poderá ser disponibilizado através de um link de acesso pelo WhatsApp. 

Membros da Banca:

Presidente - MINEIA CAPPELLARI FAGUNDES - UNEMAT

Membro Interno - LUIZ ANTONIO JACYNTHO - UNEMAT