Programação linear: uma proposta de sequência didática para o ensino médio e um estudo de caso

• Ano de defesa: 2020
• Autor(a) principal: Pereira, Rebeca Maciel
• Orientador(a): Rodrigues, Paulo Henrique de Azevedo
• Banca de defesa: Rodrigues, Paulo Henrique de Azevedo, Smith, Ole Peter, Canella, Juliana Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: PROFMAT - Programa de Pós-graduação em Matemática em Rede Nacional - Sociedade Brasileira de Matemática (IME)
• Departamento: Instituto de Matemática e Estatística - IME (RG)
• País: Brasil
• Palavras-chave em Português: Programação linear; Método simplex; Sequência didática; Matemática
• Palavras-chave em Inglês: Linear programming; Simplex method; Following teaching; Mathematics
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::CIENCIA DA COMPUTACAO::MATEMATICA DA COMPUTACAO::MATEMATICA SIMBOLICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/10881

Linear Programming has given mankind the ability to establish general objectives and to outline a path of detailed decisions to be taken, in order to better achieve its objectives when faced with practical situations enabling new ways of formulating real-world problems. The general objective of this study was to present a case study of an application of Linear Programming using more than two variables. Regarding the methodology, a bibliographic research and a case study were carried out and the data were interpreted by the descriptive method. It is concluded that some virtues of linear programs compared with non-linear programs are that they are easier to define and formulate, they allow to work efficiently with more variables of decision and better adapted to the algorithmic treatment with computers, taking advantage in the calculation speed. Regarding the didactic sequence for high school (HS), it is emphasized that a step by step was created where the student builds the problem resolution involving two variables. It was observed that the importance of planning through didactic sequences implies a challenge and a commitment sustained by significant responsibility and the complexity of the appropriate resolutions to organize teaching situations and favor learning processes.