Uma relação entre a probabilidade e os modelos de genética populacional utilizados no ensino médio

• Autor(a) principal: Preda, André Luís
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/001300000ddgc
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/10701
• topic: Genética; Biologia; Probabilidade; Ensino-médio; Matemática; Mathematics; Genetics; Biology; Probability; High school; CIENCIAS EXATAS E DA TERRA::MATEMATICA::MATEMATICA APLICADA

This work aims to search for a relationship between the probability and the population genetics models used in high school and some relationships that can occur in a classroom. Methodologically, we present the work and focus on the role of the teacher who seeks in other areas of knowledge a way of applying mathematical knowledge, using interdisciplinary as an interesting tool in his classes. This research also comments on certain ways that the mathematics teacher can conduct the questions in a classroom, sharpening and arousing the student’s interest in other ways of understanding the probability, using a part of biology as a means. It also brings in the light of Brazilian education standards, especially the National Common Curricular Base (BNCC) and on which aspects it is based. Then, it promotes a content review in Newton’s Binomial, Combinatory Analysis and Probability, subjects that justify the application of our work and that we understand to be of great importance for the students’ learning in high school. In the sequence, some examples of the application of the work are shown and some ways to approach these questions in what concerns the studies of population genetics and the way to make the students of the second and third year in High School realize the knowledge. As a result, it seeks to show, from the students’ feedback in the classroom, that the production of knowledge based on problem propositions can encourage discovery and instigate the search for knowledge. To conclude, we believe that this interdisciplinary interaction has the strength to encourage an approximation between areas of knowledge that are sometimes so distant in the student’s view