| Ano de defesa: |
2013 |
| Autor(a) principal: |
Silva, Fernando Hugo Martins da |
| Orientador(a): |
Não Informado pela instituição |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Não Informado pela instituição
|
| Programa de Pós-Graduação: |
Não Informado pela instituição
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| Palavras-chave em Português: |
|
| Link de acesso: |
http://www.repositorio.ufc.br/handle/riufc/4804
|
| Resumo: |
This paper shows the use of learning objects to the teaching of Combinatorial Analysis and how they can contribute to interactive way to the students learning. As such, the objective of this work is to verify if the use of learning objects in Mathematics classes promotes better assimilation of the combinatorial analysis. Therefore, we chose an experimental study in which 18 students participated at the 2nd year of Escola Estadual de Educação Professional (State School of Professional Education) Marta Maria Giffoni de Sousa, located in Acaraú, Ceará. These were chosen and divided randomly and equally into two groups (experimental and control). The instruments for data collection were: RIVED activities, socioeconomic questionnaire and test consisting of questions about permutation arrangement and combination. The data were analyzed using statistical programs, SPSS and Microsoft Excel. The results show to a superior performance of the group that was differentiated class (experimental) compared to the group that received traditional class (control). |
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