http://memoria.ifrn.edu.br/handle/1044/1049 Tue, 21 Apr 2026 08:42:55 GMT 2026-04-21T08:42:55Z http://memoria.ifrn.edu.br/handle/1044/3040 A trajetória do IDEB no Rio Grande do Norte: uma análise do desenvolvimento da educação no estado de 2007 a 2023 The Basic Education Development Index (IDEB) was officially created in 2007 (Brazil, 2007) as an essential tool to assess and promote the quality of education in Brazilian schools. Thus, this study analyzes the trajectory of this index in the state of Rio Grande do Norte between 2007 and 2023, with an emphasis on the early years of elementary education. The research, with a quantitative and explanatory approach, aimed to: investigate the evolution of educational indicators in the state, identify factors that influence these results, and verify the existence of correlations between school infrastructure and IDEB performance. For this purpose, data on IDEB results by municipality in Rio Grande do Norte were collected and processed through computational algorithms developed in the Python programming language. Statistical analyses included measures of central tendency, standard deviation, boxplots, and Spearman’s correlation. The results reveal a general upward trend in Rio Grande do Norte’s IDEB throughout the analyzed period. Regional disparities were also observed, with municipalities such as Acari and Cruzeta achieving exceptional performances, while other locations remained below average. A positive correlation was confirmed between the quality of school infrastructure and IDEB, especially regarding elements such as accessibility, libraries, laboratories, and specialized educational service rooms. The findings reinforce the importance of public policies aimed at educational equity and the need for strategic investments to promote structural and pedagogical improvements in schools across Rio Grande do Norte. Tue, 11 Nov 2025 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3040 2025-11-11T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3039 Realidade aumentada e o uso do geogebra 3d no ensino de geometria espacial: construções e propostas de atividades didáticas This study aims to explore the potential of the GeoGebra 3D tool, with an emphasis on the 3D Calculator available for mobile devices, in the teaching of spatial geometry. The research, of an experimental and qualitative nature, is based on a bibliographic review of works such as Andrade (2017) and Silva (2017), and on the development of didactic material composed of illustrated tutorials and pedagogical activities. Seven pilot constructions were developed, including: cube, rectangular prism, cube diagonal, net constructions, prisms, pyramids, and tetrahedron — all accompanied by proposed application activities. The activities were designed in accordance with the Brazilian National Common Curricular Base (BNCC). Furthermore, studies highlighting the impact of Digital Information and Communication Technologies (DICTs) on mathematics education were examined, particularly regarding the use of GeoGebra 3D, its ability to build manipulable solid representations, and the integration of Augmented Reality (AR), a feature available in the 3D Calculator. As a result, the proposal proves to be accessible and replicable for teachers, offering activities with varying levels of complexity, allowing educators to choose how to approach the subject, support teacher training, and provide a basis for further research in high school or upper elementary classes. It is concluded that the use of GeoGebra 3D promotes a more visual, interactive, and meaningful learning of spatial geometry, facilitating students’ understanding through new interactions and perspectives enabled by the tool, while increasing their engagement. Fri, 08 Aug 2025 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3039 2025-08-08T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3038 Sismologia e matemática: uma investigação sobre a falha de samambaia e uma sequência didática para o ensino de logaritmos This monograph presents a proposal for a teaching sequence that integrates concepts of seismology and logarithms, with emphasis on the Samambaia Fault, an important Brazilian geological fault located in the Mato Grande/RN region. The objective is to provide an interdisciplinary approach in teaching mathematics, promoting the understanding of logarithms through examples from the geological context. The research was motivated by the need to facilitate students' learning by making it meaningful. The methodology used was qualitativequantitative, based on bibliographical research and analysis of seismological data. The teaching sequence was structured in stages that include initial problematization texts, exploration and contextualization activities, organization of content and application of activities. This approach involved the mathematical concepts of logarithms with the observation of seismic data, facilitating students' understanding of the importance of logarithms in describing the magnitude of earthquakes, reducing the fact that the integration of seismology in the teaching of logarithms enriches the learning process. The didactic sequence not only promotes the acquisition of knowledge about geological characteristics, but also allows the development of mathematical skills applicable in real contexts, contributing to a broader and more critical education. It is concluded that the required interdisciplinary approach can serve as a model for future educational practices, encouraging the use of contemporary scientific themes in the teaching of mathematics. Tue, 24 Sep 2024 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3038 2024-09-24T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3037 Educação financeira no currículo das licenciaturas em matemática das Instituições de Ensino Superior (IES) públicas do Rio Grande do Norte. The National Common Curricular Base (BNCC), in force since 2017, designates Financial Education as one of the contents to be developed in the school environment and, despite its multidisciplinarity, it is especially related to mathematical thinking, demarcating the insertion of this content in Basic Education. Therefore, the present work has as its main objective to analyze whether Financial Education is addressed in the curriculum of the Mathematics Degree courses offered by the public Higher Education Institutions (IES) of the State of Rio Grande do Norte. In this sense, the current curricular matrices of the Mathematics Degree courses of the following institutions were verified: Federal University of Rio Grande do Norte (UFRN), State University of Rio Grande do Norte (UERN), Instituto de Educação Superior Presidente Kennedy and Instituto Federal do Rio Grande do Norte (IFESP) and the Federal Institute of Education, Sciences and Technology of Rio Grande do Norte (IFRN).This analysis seeks to identify which curricular components are related to the topic, and also makes it possible, through an investigation of previous curricula, to identify the approach to the topic in the teacher training courses that are offered. The analysis will be carried out based on a review of the Course Pedagogical Project (PPC) of the undergraduate courses in Mathematics of the selected HEIs. From the mapping of the Curricular Matrix tables, it was possible to identify the disciplines that dialogue with the themes of Financial Education, Financial Mathematics and approximations. Therefore, this work proposes to be an exploratory research with documentary analysis. The hypothesis developed considered that the Financial Education component, despite having been included in the regulations recently, needs to be developed in the training of mathematics teachers. With the investigation carried out in the PPCs of the Institutions, it was found that in some cases, there was a setback, and in others, we have no evidence that the topic was or has been addressed in higher education. Tue, 11 Nov 2025 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3037 2025-11-11T00:00:00Z