Uma proposta didática para o ensino de MMC e MDC no ensino médio
This work consists of a didactic sequence aimed at first-year high school students, with the purpose of consolidating the learning of the Greatest Common Divisor (GCD) and the Least Common Multiple (LCM), topics previously covered in elementary school that are essential for the introduction of new c...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Federal do Espírito Santo (UFES) |
| Repositorio: | Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.ufes.br:10/18016 |
| Acceso en línea: | http://repositorio.ufes.br/handle/10/18016 |
| Access Level: | acceso abierto |
| Palabra clave: | Algoritmo de Euclides Máximo Divisor Comum (MDC) Mínimo Múltiplo Comum (MMC) Sequência didática Teorema Chinês dos Restos Euclid algorithm Greatest Common Divisor (GCD) Least Common Multiple (LMC) Following teaching Chinese Remainder Theorem Matemática |
| Sumario: | This work consists of a didactic sequence aimed at first-year high school students, with the purpose of consolidating the learning of the Greatest Common Divisor (GCD) and the Least Common Multiple (LCM), topics previously covered in elementary school that are essential for the introduction of new content. This sequence, based on problem-solving, aims to review GCD and LCM and also to expand knowledge on topics related to these subjects that are not always addressed in basic education, such as Euclid's Algorithm and the Chinese Remainder Theorem. To achieve these objectives, the approach to these contents in two Mathematics textbooks used in elementary school is analyzed, and a diagnostic assessment is applied to two first-year high school classes at EEEM Arnulpho Mattos, in the city of Vitória (ES), aiming to determine the students' prior knowledge of the topics under study. Based on this, review classes were planned and a final assessment was applied to determine the knowledge acquired by the students after the review. Finally, the data collected from both assessments were analyzed to verify the students' progress and the effectiveness of the didactic sequence |
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