Investigando a arquitetura da praça da república da cidade de Belém (PA) – Brasil, como cenário à abordagens sociointeracionistas ao ensino de geometria no ensino fundamental: Investigating the architecture of praça da república in the city of Belém (PA) - Brazil, as a setting for socio-interactionist approaches to the teaching of geometry in elementary school

Este trabalho apresenta abordagens didáticas intermediadas por cenários urbanos do cotidiano de educandos que podem contribuir para aprendizagens mais eficazes da disciplina de Matemática nos anos finais do Ensino Fundamental. Esta pesquisa bibliográfica busca, na metodologia sociointeracionista, um vetor de ensino e baseia-se em trabalhos de historiadores, matemáticos, cartógrafos, jornalistas, dentre outros profissionais ligados a temática, além de investigação autoral realizada in loco, para exploração de imagens e coleta de informações com populares sobre os patrimônios histórico-arquitetônicos que são objetos de problematizações matemáticas nesta obra. Os resultados obtidos sinalizam possibilidades plausíveis de abordagens didáticas de ensino que, utilizando a arquitetura centenária da Praça da República em Belém do Pará, traduz-se em formas de aprendizado dinâmico e significativo aos alunos

Historical Evolution of the Use of Digital Technology in Teaching Mathematics in Brazilian Classrooms

Digital technologies are important tools to adapt the teaching of mathematics to students, but even with a wide use there are few studies historically detailing this mode of teaching, so this work aims to historically demonstrate the evolution of the technologies used. To achieve this objective, a bibliographic review was carried out in the SCIELO, SBEM, SBM and PROFMAT databases, obtaining as a result 15 articles that use some resources of digital technology as a tool for teaching mathematics, thus managing to have a timeline that includes the computer, diskette, CD/DVD, webcam, digitizing tablet, video projector, digital whiteboard, and some mathematical software, concluding that teachers already use digital technology in the classroom as a means of improving the teaching-learning process

Integration method of non-elementary exponential functions using iterated Fubinni integrals

The present work presents a new method of integration of non-elementary exponential functions where Fubinni\u27s iterated integrals were used. In this research, some approximations were used in order to generalize the results obtained through mathematical series, in addition to integration methods and double integrals. In addition to the integration methods, the Taylor series was used, where the value found and compatible with the values ​​of the power series that are used to calculate the value of the exponential function demonstrated in the work was verified. In addition to the methods described, a comparison of the values ​​obtained by the series and the values ​​described in the method was improvised, where it was noticed that the higher the value of the variable, the closer the results show a stability for the variable greater than the value 4, described in table 01. The conclusions point to a great improvement, mainly for solving elliptic differential equations and statistical functions

A didactic proposal for the construction of the ellipse

The purpose of the present is to propose the construction of the ellipse in a didactic way in which the work deals with the exposure of a specific methodology for the 3rd year of high school when dealing with ellipse content. Followed by the results of the realization of a workshop aimed at the construction of the ellipse in a didactic way, constructed with low cost material, thereby proposing the teaching of mathematics in a more pleasant and effective way, where the ellipse equations were defined with the theoretical concept and afterwards, the gardener\u27s method was used to construct this curve in a terrain, using ropes and civil construction fasteners, so that the student could concretize and apply this content in practice. After that, it was used for construction in the classroom using thread threads or thin strings to make the tracing and to finish it used the Geogebra software to finish the work showing the perfection of the curve explained in the classroom. The didactic process carried out showed a real interest of the students mainly with the use of the field practice. In conclusion, teaching mathematics in a didactic and interactive way provides a favorable environment for learning, stimulating students with a critical sense and an investigative spirit

Aplicação algébrica para se calcular o valor da raiz quadrada de um número natural não-quadrado perfeito pelo método iterativo babilônico / An algebraic application for calculating the square root of a non-square perfect natural number by the iterative babylonian method

A matemática passou por muitas transformações ao longo da história da humanidade. Embora, as atuais mudanças a tornaram mais sofisticadas, do que no passado, e hoje se façam muitos cálculos, com o auxílio dos computadores atuais, na utilização de algoritmos preestabelecidos em softwares, não se deve esquecer como tais algoritmos foram criados.  Numa perspectiva para os leigos, que desconhecem a matemática desenvolvidas por civilizações antigas, muitos dos algoritmos que ainda operam hoje em avançados sistemas de computadores, foram criados por civilizações que dominaram os primeiros quatro milênios antes da era comum, como: os babilônicos e posteriormente gregos. Que, até hoje, estes povos despertam a admiração e beleza, para a aqueles que, apreciam a arte que as generalizações matemáticas podem alcançar. Logo, o objetivo deste trabalho é apresentar, entre tantos métodos existentes, o método iterativo babilônico para se calcular a raiz quadrada de um número natural não quadrado perfeito, como forma alternativa, em relação ao métodos das tentativas e a utilização da calculadora e outros dispositivos eletrônicos que de longe são os mais utilizados para se calcular raiz quadrada

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear un derstanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5–7 vast areas of the tropics remain understudied.8–11 In the American tropics, Amazonia stands out as the world’s most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepre sented in biodiversity databases.13–15 To worsen this situation, human-induced modifications16,17 may elim inate pieces of the Amazon’s biodiversity puzzle before we can use them to understand how ecological com munities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple or ganism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region’s vulnerability to environmental change. 15%–18% of the most ne glected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lostinfo:eu-repo/semantics/publishedVersio

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost