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In this paper present the Scratch programming software as a method to the teaching of Mathematics. The aim of this study was to carry out angles and polygons construction, area and perimeter calculations through practical activities that will be guided by the teacher. The methodology consisted of theoretical study, bibliographic research as well as the use of technology in education. In addition, the study's applications were made using the technological hardware. Demand to present the basics of programming and carry out some efficient activities, in such a way, that the students can fully interact with the class of the teacher who will apply such teaching method. With this, expected that students acquire the necessary knowledge that the software has to offer, in addition to stimulating the fixing of the content and the teacher can teach a more dynamic, fun and more productive class using the technological resource that is available to be used in education. [ABSTRACT FROM AUTHOR]

This paper discusses the function of Financial Education and the importance of such a subject to be presented and developed elementary education. It aims to attain a study about the approach of Financial Mathematics and Financial Education, moreover explaining the relevance of contents, which ones prepare the students to be organized people, and thus, dealing with concrete situations, in the context of the new practices rise. In which the mastery of financial matters goes crucial. Methodologically, beyond the bibliographic and documentary research, experience reports are used to contextualize the reflection on Financial Education. The results indicate that Financial Mathematics such as a discipline or a subject school can be a step for the citizen's financial literacy. Financial Education is linked to the awareness development about the money rational using, in order to avoid people of being exploited by the financial system. [ABSTRACT FROM AUTHOR]

This paper aims to analyze the possible influences of the Solidarity Assimilation Pedagogy (SA) in the process of teaching and learning of continuity. The SA is a proposal that aims to break with traditional mathematics teaching, allowing students to receive bonus grades for group learning work unrelated to the assessment grade. The learning work of each class is based on a activity sheets composed of problems on the topic addressed. In this article, we analyze the development of the activity sheets about the continuity of a function, applied in a class of Calculus. The data analyzed through content analysis allowed us to infer that SA allows students to develop autonomy in learning, making them co-responsible for the whole process. [ABSTRACT FROM AUTHOR]

The aim of this article is to present and analyze the trends in digital technologies in Mathematics teaching, pointed out in the XVIII, XIX, XX and XXI editions of the Brazilian Meeting of Graduate Students in Mathematics Education. As a methodological procedure, we use the state of the art and meta-analysis of 141 papers, among abstracts and complete articles, which were published in the annals of the years 2014 to 2017. Results indicate that the master's research predominates, involving mainly students of basic education. Still, in the years 2014 and 2015, the digital technology theme is a research trend. In the year 2016, the highlight was for GeoGebra, followed by the digital technologies theme and the use of videos. Finally, in 2017, GeoGebra remains in the highlight, followed by the use of videos. [ABSTRACT FROM AUTHOR]