Unidade de ensino potencialmente significativa com modelagem matemática para a aprendizagem do conceito de volume em uma escola militar do RS
Ano de defesa: | 2017 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Ciências Naturais e Exatas |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Matemática em Rede Nacional
|
Departamento: |
Matemática
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/13501 |
Resumo: | The motivation of this study arises from the perception of the author, who perceives that teaching and learning of the concept of volume in high school happen, as standard, focused on applications of formulas and with little emphasis on contextualized situations. This fact characterizes, in the context of Theory of Meaningful Learning, which is called mechanical learning. Therefore, the problem that guides this research is: "How does the Meaningful Learning process of the concept of volume by students from a class of a Military School of the state of Rio Grande do Sul perform when they undergo a Potentially Meaningful Teaching Unit (PMTU) mediated by activities of Mathematical Modeling? In order to answer this question, a PMTU is proposed and implemented, subsidized by activities of Mathematical Modeling to approach the concept of volume of geometric solids in high school. The didactic sequence presented was structured in such a way that, initially, it was possible to identify the students' previous knowledge regarding the concepts of Plane Geometry and its transition to Space Geometry. The following activities start from more general and inclusive concepts and are progressively differentiated into more specific concepts seeking to favor integrative reconciliation. It can be seen, in the probing phase of students' prior knowledge, a certain fragility of subsumer concepts of Plane Geometry, necessary for anchoring the concepts of Space Geometry. However, with the modeling activity, it was possible to retrieve some necessary prior knowledge and prepare them for future learning that are part of the proposed PMTU, especially with regard to the volume of geometric solids. As the sequential aspects of the teaching unit move forward, we identify the students' ability to make use of the concepts learned in different situations, while demonstrating progress in the exchange and externalization of meanings. However, the summative evaluation allowed us to identify that the greatest obstacle to learning remains prior knowledge about Flat Geometry. In an assessment of PMTU, as a whole, what is identified is the students' motivation regarding their involvement in the proposed activities; the need to promote more instruments that can rescue the concepts of Flat Geometry and the evidences of meaningful learning mainly regarding autonomy in elaboration of activities that require the modeling process. |
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2018-06-21T22:58:36Z2018-06-21T22:58:36Z2017-08-31http://repositorio.ufsm.br/handle/1/13501The motivation of this study arises from the perception of the author, who perceives that teaching and learning of the concept of volume in high school happen, as standard, focused on applications of formulas and with little emphasis on contextualized situations. This fact characterizes, in the context of Theory of Meaningful Learning, which is called mechanical learning. Therefore, the problem that guides this research is: "How does the Meaningful Learning process of the concept of volume by students from a class of a Military School of the state of Rio Grande do Sul perform when they undergo a Potentially Meaningful Teaching Unit (PMTU) mediated by activities of Mathematical Modeling? In order to answer this question, a PMTU is proposed and implemented, subsidized by activities of Mathematical Modeling to approach the concept of volume of geometric solids in high school. The didactic sequence presented was structured in such a way that, initially, it was possible to identify the students' previous knowledge regarding the concepts of Plane Geometry and its transition to Space Geometry. The following activities start from more general and inclusive concepts and are progressively differentiated into more specific concepts seeking to favor integrative reconciliation. It can be seen, in the probing phase of students' prior knowledge, a certain fragility of subsumer concepts of Plane Geometry, necessary for anchoring the concepts of Space Geometry. However, with the modeling activity, it was possible to retrieve some necessary prior knowledge and prepare them for future learning that are part of the proposed PMTU, especially with regard to the volume of geometric solids. As the sequential aspects of the teaching unit move forward, we identify the students' ability to make use of the concepts learned in different situations, while demonstrating progress in the exchange and externalization of meanings. However, the summative evaluation allowed us to identify that the greatest obstacle to learning remains prior knowledge about Flat Geometry. In an assessment of PMTU, as a whole, what is identified is the students' motivation regarding their involvement in the proposed activities; the need to promote more instruments that can rescue the concepts of Flat Geometry and the evidences of meaningful learning mainly regarding autonomy in elaboration of activities that require the modeling process.A motivação deste estudo surge, a partir da percepção do autor, o qual percebe que o ensino e a aprendizagem do conceito de volume no Ensino Médio acontecem, de modo geral, centrado em aplicações de fórmulas e com pouca ênfase em situações contextualizadas. Esse fato caracteriza, no contexto da Teoria da Aprendizagem Significativa, o que é chamado de aprendizagem mecânica. Portanto, o problema que orienta esta pesquisa, é: “Como se dá o processo de aprendizagem significativa do conceito de volume por alunos de uma turma de uma Escola Militar do estado do RS, quando submetidos a uma Unidade de Ensino Potencialmente Significativa (UEPS), mediada por atividades de Modelagem Matemática? A fim de responder tal questão, é proposta e implementada uma UEPS, subsidiada por atividades de Modelagem Matemática, para a abordagem do conceito de volume de sólidos geométricos no Ensino Médio. A sequência didática apresentada foi estruturada de forma que, inicialmente, fosse possível identificar os conhecimentos prévios dos alunos no que tange os conceitos de Geometria Plana e sua transição para a Geometria Espacial. As atividades seguintes partem de conceitos mais gerais e inclusivos e são diferenciadas progressivamente para conceitos mais específicos, buscando favorecer a reconciliação integrativa. Percebe-se, na fase de sondagem de conhecimentos prévios dos alunos, certa fragilidade de conceitos subsunçores da Geometria Plana, necessários para ancoragem dos conceitos da Geometria Espacial. Porém, com a atividade de modelagem, foi possível resgatar alguns conhecimentos prévios necessários e prepará-los às futuras aprendizagens que fazem parte da UEPS proposta, especialmente, no que se refere a volume de sólidos geométricos. A medida que os aspectos sequenciais da unidade de ensino avançam, identificase a capacidade dos alunos em fazer uso dos conceitos aprendidos em diferentes situações, ao mesmo tempo em que se evidencia o progresso na troca e externalização de significados. Contudo, a avaliação somativa permitiu identificar que o maior obstáculo para a aprendizagem, permanece sendo os conhecimentos prévios acerca da Geometria Plana. Numa avaliação da UEPS, como um todo, o que se identifica é a motivação dos alunos quanto ao envolvimento nas atividades propostas; a necessidade de promover mais instrumentos, os quais resgatem os conceitos da Geometria Plana e evidências de aprendizagem significativa, principalmente, no que se refere a autonomia na elaboração resolução de atividades, as quais requerem o processo de Modelagem.porUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Matemática em Rede NacionalUFSMBrasilMatemáticaAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAprendizagem significativaModelagem matemáticaUEPSVolumeMeaningful learningMathematical modelingPMTUVolumeCNPQ::CIENCIAS HUMANAS::EDUCACAOUnidade de ensino potencialmente significativa com modelagem matemática para a aprendizagem do conceito de volume em uma escola militar do RSPotentially meaningful teaching unit with mathematical modeling for the learning of volume concept in a military school of the state of RSinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSantarosa, Maria Cecília Pereirahttp://lattes.cnpq.br/7310867402763253Kato, Lilian Akemihttp://lattes.cnpq.br/6356641105245996Vielmo, Sandra Elizahttp://lattes.cnpq.br/7959357283282286Ferreira, Inês Fariashttp://lattes.cnpq.br/0979050331045936http://lattes.cnpq.br/5432257611223698Santos, Alexandre Xavier dos700800000006600ad92d21b-ddc2-46fd-aa7c-2a01b2002e0e57e8368e-5a37-4df6-b369-2eed9dbee728259a5bc2-18fe-4224-a1f8-6e5ae28762cfad2cb659-a4b5-4063-b905-b2769bfecb2a7c06a5d0-7208-4079-9392-19a272f13580reponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMLICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Unidade de ensino potencialmente significativa com modelagem matemática para a aprendizagem do conceito de volume em uma escola militar do RS |
dc.title.alternative.eng.fl_str_mv |
Potentially meaningful teaching unit with mathematical modeling for the learning of volume concept in a military school of the state of RS |
title |
Unidade de ensino potencialmente significativa com modelagem matemática para a aprendizagem do conceito de volume em uma escola militar do RS |
spellingShingle |
Unidade de ensino potencialmente significativa com modelagem matemática para a aprendizagem do conceito de volume em uma escola militar do RS Santos, Alexandre Xavier dos Aprendizagem significativa Modelagem matemática UEPS Volume Meaningful learning Mathematical modeling PMTU Volume CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Unidade de ensino potencialmente significativa com modelagem matemática para a aprendizagem do conceito de volume em uma escola militar do RS |
title_full |
Unidade de ensino potencialmente significativa com modelagem matemática para a aprendizagem do conceito de volume em uma escola militar do RS |
title_fullStr |
Unidade de ensino potencialmente significativa com modelagem matemática para a aprendizagem do conceito de volume em uma escola militar do RS |
title_full_unstemmed |
Unidade de ensino potencialmente significativa com modelagem matemática para a aprendizagem do conceito de volume em uma escola militar do RS |
title_sort |
Unidade de ensino potencialmente significativa com modelagem matemática para a aprendizagem do conceito de volume em uma escola militar do RS |
author |
Santos, Alexandre Xavier dos |
author_facet |
Santos, Alexandre Xavier dos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Santarosa, Maria Cecília Pereira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7310867402763253 |
dc.contributor.referee1.fl_str_mv |
Kato, Lilian Akemi |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6356641105245996 |
dc.contributor.referee2.fl_str_mv |
Vielmo, Sandra Eliza |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/7959357283282286 |
dc.contributor.referee3.fl_str_mv |
Ferreira, Inês Farias |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/0979050331045936 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5432257611223698 |
dc.contributor.author.fl_str_mv |
Santos, Alexandre Xavier dos |
contributor_str_mv |
Santarosa, Maria Cecília Pereira Kato, Lilian Akemi Vielmo, Sandra Eliza Ferreira, Inês Farias |
dc.subject.por.fl_str_mv |
Aprendizagem significativa Modelagem matemática UEPS Volume |
topic |
Aprendizagem significativa Modelagem matemática UEPS Volume Meaningful learning Mathematical modeling PMTU Volume CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Meaningful learning Mathematical modeling PMTU Volume |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The motivation of this study arises from the perception of the author, who perceives that teaching and learning of the concept of volume in high school happen, as standard, focused on applications of formulas and with little emphasis on contextualized situations. This fact characterizes, in the context of Theory of Meaningful Learning, which is called mechanical learning. Therefore, the problem that guides this research is: "How does the Meaningful Learning process of the concept of volume by students from a class of a Military School of the state of Rio Grande do Sul perform when they undergo a Potentially Meaningful Teaching Unit (PMTU) mediated by activities of Mathematical Modeling? In order to answer this question, a PMTU is proposed and implemented, subsidized by activities of Mathematical Modeling to approach the concept of volume of geometric solids in high school. The didactic sequence presented was structured in such a way that, initially, it was possible to identify the students' previous knowledge regarding the concepts of Plane Geometry and its transition to Space Geometry. The following activities start from more general and inclusive concepts and are progressively differentiated into more specific concepts seeking to favor integrative reconciliation. It can be seen, in the probing phase of students' prior knowledge, a certain fragility of subsumer concepts of Plane Geometry, necessary for anchoring the concepts of Space Geometry. However, with the modeling activity, it was possible to retrieve some necessary prior knowledge and prepare them for future learning that are part of the proposed PMTU, especially with regard to the volume of geometric solids. As the sequential aspects of the teaching unit move forward, we identify the students' ability to make use of the concepts learned in different situations, while demonstrating progress in the exchange and externalization of meanings. However, the summative evaluation allowed us to identify that the greatest obstacle to learning remains prior knowledge about Flat Geometry. In an assessment of PMTU, as a whole, what is identified is the students' motivation regarding their involvement in the proposed activities; the need to promote more instruments that can rescue the concepts of Flat Geometry and the evidences of meaningful learning mainly regarding autonomy in elaboration of activities that require the modeling process. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-08-31 |
dc.date.accessioned.fl_str_mv |
2018-06-21T22:58:36Z |
dc.date.available.fl_str_mv |
2018-06-21T22:58:36Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/13501 |
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http://repositorio.ufsm.br/handle/1/13501 |
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por |
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por |
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700800000006 |
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600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Matemática em Rede Nacional |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Matemática |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
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