Geometria: o uso do GeoGebra como recurso de ensino e aprendizagem

• Ano de defesa: 2023
• Autor(a) principal: Sousa, Mateus Lopes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Maranhão; Brasil; Campus São Luis Centro de Educação, Ciências Exatas e Naturais – CECEN; MESTRADO PROFISSIONAL EM MATEMATICA EM REDE NACIONAL - PROFMAT; UEMA
• Palavras-chave em Português: Recursos tecnológicos; Ensino aprendizado de Geometria; GeoGebra; Technological resources; Teaching Learning Geometry; Matemáica
• Link de acesso: https://repositorio.uema.br/jspui/handle/123456789/6167

This summary highlights research that investigates the use of technological resources, especially the GeoGebra software, in the teaching of Geometry in Elementary School. The objective is to explore the potential of these resources to make Geometry teaching more dynamic and interactive. The research involved a bibliographic review, analysis of didactic materials, observation of classes and interviews with professors and students. It highlights the advantages of using GeoGebra as an auxiliary tool for visualization and exploration of geometric concepts, aiming at the development of students' geometric thinking and mathematical skills. The research results provide subsidies for the elaboration of pedagogical proposals that incorporate the use of technological resources, such as GeoGebra, in the teaching of Geometry. It highlights the importance of an innovative approach that takes advantage of the potential of technologies to enrich learning and promote a deeper understanding of geometric concepts. Research has demonstrated the value of GeoGebra as an effective tool for visualizing and exploring geometric concepts, including creating interactive activities, simulations and visual demonstrations, and exploring three-dimensional models. However, some difficulties were identified, such as lack of access to technological resources and the need for additional teacher training. These results offered important insights to improve pedagogical practices and promote a more effective integration of technological resources in Geometry teaching.