Uma proposta para o ensino da matemática: abordagens conceituais por meio do geogebra

• Ano de defesa: 2015
• Autor(a) principal: Pereira, Renan Marques
• Orientador(a): Victer, Eline das Flores
• Banca de defesa: Victer, Eline das Flores, Freitas, Adriano Vargas, Lozano, Abel Rodolfo Garcia, Siqueira, Angelo Santos, Leite, Lígia Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Grande Rio
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino das Ciências
• Departamento: Unigranrio::Ensino das Ciências
• País: Brasil
• Palavras-chave em Português: Educação; Matemática – Estudo e ensino; Professores - Formação; Geometria
• Área do conhecimento CNPq: EDUCAÇÃO; ENSINO DE CIÊNCIAS E MATEMÁTICA
• Link de acesso: http://localhost:8080/tede/handle/tede/268

This study presents a proposal for the teaching of mathematics an educational product involving investigative activities concepts in basic education such as: Theorem of Thales, Pythagoras theorem, due to the behavior order, study of the quadratic function, the sum of the interior angles a triangle, transformations of elementary trigonometric functions, law of sines, central and inscribed angles of a circle, among others. We seek to integrate some digital technologies, highlighting the GeoGebra as an educational mathematical software in the investigations, the HTML5 language in preparing a layout for the educational product and guiding materials in PDF format for each activity performed. We have analyzed the need for teacher training so you can expand the use of these technological tools in the school environment in order to critically use the pedagogical potential that GeoGebra can offer the teaching and learning mathematics process. We use a qualitative methodology in this study, being started with analysis of publications that discuss teacher education, digital technologies, and the potential that the Geogebra can provide in math classes. Wealso present results of two training workshops for the use of GeoGebra, which served us to reference our choices about building our educational product. Later, we offer a third workshop to assess the educational product developed. After the analysis of the three workshops and presented reports, we believe that math teachers can improve in many ways and we find that our educational product shows contributions to enrich the teaching of mathematics, so that professionals in this area to abandon possible resistance to use of technological innovations in the school environment, and adopt the computational resources in their critically classes, that is, able to analyze their contributions and limitations.