JUA - CECOMP - Engenharia da Computação

URI Permanente desta comunidadehttps://repositorio.univasf.edu.br/handle/123456789/152

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    Ciência Delas: Valorização e protagonismo de mulheres e meninas na produção e na difusão do conhecimento científico em Computação
    (2026-08-10) Queiroz, Ana Emilia de Melo
    This presentation explores the recognition and empowerment of women and girls as leaders in the creation and dissemination of scientific knowledge in Computing. It brings together a review of the literature and Ana Emília de Melo Queiroz’s personal, academic, and professional journey, discussing the choices, challenges, and experiences that shape women’s education and careers in the field. Delivered on October 8, 2026, at IF Baiano’s Senhor do Bonfim Campus, the talk was part of a joint event involving the post-secondary and integrated secondary-level technical programs in Informatics and the undergraduate teacher education program in Computer Science. The material invites reflection on women’s participation, recognition, and opportunities to build pathways in science and Computing.
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    Design de Interfaces Inteligentes para o Ensino de Matemática
    (2026-06-26) de Melo Queiroz, Ana Emilia
    This report presents a proposal for the analysis and organization of intelligent interfaces for Mathematics education, focusing on the learning of additive structures through problem situations, symbolic representations, visual feedback, and Multiagent Systems. The study is based on the Theory of Conceptual Fields, Instrumental Analysis, and research on educational interfaces, considering that learning occurs in the relationship among the user, the task, the interface artifacts, and the concepts mobilized during problem solving. The investigation analyzes the Gerard interface, designed for teacher training in the teaching of additive structures. The methodology involved the use of a paper prototype, tested with users while solving problems involving composition, transformation, and comparison of measures. The users’ actions were recorded, coded, and analyzed in their material and cognitive dimensions, observing the errors committed, the feedback provided, and the theorems-in-action mobilized during the task. The results indicate that the most frequent errors were related to the positioning of elements in the diagram and to the use of the sign of the relative number. It was also observed that certain types of feedback can favor the reorganization of users’ actions, whereas inadequate messages may reinforce mistaken interpretations. The analysis made it possible to identify relationships among types of tasks, manipulated artifacts, users’ level of schooling, and the emergence of operational invariants. It is concluded that the detailed analysis of interactive situations can contribute to the planning of a Multiagent System capable of offering contextualized help, monitoring the user’s progress, and gradually removing feedback as the user develops autonomy. Thus, the report provides preliminary support for the construction of interaction models that are better adjusted to users’ cognitive needs in educational interfaces.
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    Explorando tipos de estilos de interação em interfaces de software e seu impacto no esforço cognitivo
    (2024-03-13) Queiroz, Ana Emilia de Melo
    The presentations in instructional tasks vary from simple representations such as paper and pencil to more complex dynamic displays found in current interactive devices, through interaction styles. Studies in the field have highlighted that potential mental planning during the execution of these tasks is influenced by the operational cost associated with the interaction style used, affecting both the time and cognitive effort required. Therefore, we suggest an instructional activity for elementary school students, aiming to present different types of interaction styles and discuss the cognitive effort associated with each one.
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    GERARD: uma interface educativa para o ensino de estruturas aditivas e multiplicativas
    (2011-07-30) Kécia Gomes de Moura, Kécia; Ana Emilia de Melo Queiroz, Ana Emilia; Alex Sandro Gomes, Alex; Maurício da Motta Braga, Maurício
    The software is grounded in Gérard Vergnaud's Theory of Conceptual Fields, which proposes representing problem situations through diagrams specific to each category of mathematical structure. It covers six categories of problem situations: Composition, Transformation, and Comparison of Measures (additive structures), and Multiplication, Division by Parts, and Division by Shares (multiplicative structures). For each one, the interface presents a word problem and guides the user toward identifying the correct category and building the corresponding diagram through direct manipulation (drag and drop) of the problem's numerical elements. The software provides constant feedback on the user's actions, with error messages specific to each type of mistake (incorrect categorization, incorrect positioning, incorrect sign, or incorrect calculation), along with on-demand help features ("what's the next step?" and "more hints"), undo/redo, and task restart. For registered users (via login and password), the system also saves and retrieves the resolution state, allows editing of registration data, and displays a detailed history of attempts, errors, and steps taken. GERARD was implemented in the Java language, using the Java2D API (for drawing the diagrams and the drag-and-drop effect) and Java Swing (for the graphical interface components), having been developed both as a desktop application and as a Java applet. The system was modeled in UML with the help of Astah Community, in the NetBeans development environment; the database, used for authentication, history, and state persistence, was modeled with ERwin and implemented in SQLite. The architecture follows the MVC (Model-View-Controller), Decorator (for the dynamic composition of the diagram drawings), and State (for switching between the software's four configurations — additive and multiplicative structures, for guest and registered users) design patterns. Validation involved testing with five teachers from the M. Mª José Lima da Rocha school (Juazeiro, BA), which allowed usability contingencies to be identified and corrected before final release. GERARD is intended, above all, for the continuing education of elementary school teachers, offering them a tool that highlights the diversity of reasoning required by seemingly similar problems, expanding their ability to propose varied problem situations in the classroom. Having been designed as both a desktop application and an applet, the software also paves the way for its use in distance education programs, expanding the reach of teacher training to educators in municipalities far from major urban centers — a relevant reality in the state of Bahia.
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    GERARD: uma interface educativa para o ensino de estruturas aditivas e multiplicativas
    (Universidade Federal do Vale do São Francisco, 2011-07-30) Kécia Gomes de Moura, Kécia; Ana Emilia de Melo Queiroz, Ana Emilia; Ricardo Argenton Ramos, Ricardo; https://orcid.org/0000-0002-9688-719X; http://lattes.cnpq.br/6190953685221120; Ana Emilia de Melo Queiroz, Ana Emilia; https://orcid.org/0000-0001-6569-3635; CV: http://lattes.cnpq.br/2923710960629772
    This paper describes the project and development of an educational interface in order to teaching additive and multiplicative structures. This teaching is accomplished through the manipulation (mediated by software) of Gerard Vergnaud diagrams, developer of The Theory of Conceptual Fields (MARGINA et al., 2000). Using the notation of diagrams proposed by Vergnaud allows to differentiate the various types of additive and multiplicative problems. This interface was developed in JAVA language, satisfying the requirements captured by paper prototyping and modeled using diagrams of UML (Unified Modeling Language).