O estado do conhecimento sobre geometria plana no ensino médio utilizando softwares de geometria dinâmica (1987 a 2017)

• Ano de defesa: 2020
• Autor(a) principal: Oliveira, Juliane da Cruz
• Orientador(a): Moraes, Moema Gomes
• Banca de defesa: Moraes, Moema Gomes, Gonçalves Junior, Marcos Antonio, Araújo, Claudia Helena dos Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)
• Departamento: Pró-Reitoria de Pós-graduação (PRPG)
• País: Brasil
• Palavras-chave em Português: Educação matemática; Ensino de matemática e tecnologias; Estado do conhecimento e geometria plana; Geometria dinâmica; Geogebra
• Palavras-chave em Inglês: Mathematic education; Teaching of mathematics and technologies; State of knowledge and plane geometry; Dynamic geometry; Geogebra
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/10444

This work is connected to the research line named Teaching and Learning of Sciences and Mathematics, from Postgraduation Program in Education in Science and Mathematics at Universidade Federal de Goiás (UFG). Our goal was to analyze the evidences of pedagogical approaches in researches produced between 1987 and 2017 with themes related to the teaching of plane geometry in High School with the help of dynamic geometry software. Hence, we chose a State of Knowledge bibliographic research, in order to identify the features and the movement of the most frequent and absent discussions of the researched theme. These were obtained through the analysis of the corpus, which used as data recording instrument a reading sheet. The sources of analysis were obtained by searching institutions that have masters and/or academic/professional doctorate degrees that relate to Mathematical Education, as well as in CAPES academic database (Banco de Teses e Dissertações da CAPES). We defined the period as 1987 to 2017. The year 1987 was chosen because it was the creation of the first dynamic geometry software, the cabri-géomètre, and 2017 was chosen due to the mapping period of this research, which was 2018. Some of the theoretical references were obtained through the analysis of the corpus. We based on Libaneo (1985) and Saviani (2007; 2008) to discuss pedagogical trends; Fiorentini and Lorenzato (2006) and Lorenzato (1995) to discuss the process of teaching and learning geometry; Gravina (2001) to discuss dynamic geometry softwares; and Peixoto (2012; 2015) and Vieira Pinto (2005) to strengthen our reflections on education and technologies. Results show that geogebra is the most used software in experiments with the dynamic environment. Emerging trends are those that defend postmodern ideas, which argue that one must look for ways to adapt to the constantly changing society, developing skills and competences that allow one to “learn to learn” or to “learn by doing”. From a mathematical teaching perspective, we found influences of the theory of semiotic representation record and of French didactics to address the subject. These perspectives are permeated by a discourse that values training for labor market, focusing on the technical aspects of software rather than on the construction of geometric concepts. Then, proposing the use of geogebra in mathematics teaching would characterizes a technocentric approach of education.