Visualiza??o em sala de aula utilizando recursos did?ticos variados
Ano de defesa: | 2018 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal Rural do Rio de Janeiro
|
Programa de Pós-Graduação: |
Programa de P?s-Gradua??o em Educa??o, Contextos Contempor?neos e Demandas Populares
|
Departamento: |
Instituto Multidisciplinar de Nova Igua?u
Instituto de Educa??o |
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede.ufrrj.br/jspui/handle/jspui/4999 |
Resumo: | Geometry enables the development of experimentation, representation and argumentation as well as stimulates imagination and creativity. Thus, its role in the Mathematics curriculum must be reflected, since many classes are still focused on the identification and nomenclature of flat forms and on the use of static figures, and other types of forms, especially those in three dimensions, appear in our daily. The present study focuses on the visualization and objective analysis of the students' learning in Space Geometry activities, using various resources such as paper and pencil, articulated plans, acrylic solids and a video generated from GeoGebra. The research was developed in the practice itself through a pedagogical intervention with varied activities. The implementation took place during the academic year of 2017 in a class of 6th year of Elementary School with students aged between 11 and 14 years of a public school in the city of Angra dos Reis (RJ). Visualization, as an important skill in mathematical thinking, consists of an individual process that is not innate and therefore needs to be taught. In this way, we believe that the use of varied didactic resources in the classroom brings different contributions in order to stimulate and enrich the visual thinking of each subject. However, it is important to emphasize that it is not only the elaboration of tasks with the use of resources that will guarantee the improvement in the visualization of the students. It is imperative that the classroom dynamics be interactive so that the subjects can constantly communicate their forms (represent, describe, construct, manipulate, etc.) of visual reasoning. We identified two categories of analysis entitled Difficulties and Discoveries, both linked to the 3D Geometry skills involved in their activities, which shows the need to implement activities that explore more visual reasoning in the mathematics curriculum. Results reveal two categories of analysis entitled Difficulties and Discoveries, both linked to 3D Geometry abilities involved in activities experienced by them, which shows the need to implement activities that explore more visual reasoning in the mathematics curriculum. |
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Bairral, Marcelo AlmeidaCPF: 001.661.987-06Vieira, Bruno MatosDias, Marcelo de OliveiraCPF: 122.497.277-59http://lattes.cnpq.br/4248298349404498Settimy, Tha?s Fernanda de Oliveira2021-08-31T18:00:55Z2018-12-12SETTIMY, Tha?s Fernanda de Oliveira. Visualiza??o em sala de aula utilizando recursos did?ticos variados. 2018. 120 f. Disserta??o (Mestrado em Educa??o, Contextos Contempor?neos e Demandas Populares) - Instituto de Educa??o / Instituto Multidisciplinar de Nova Igua?u, Universidade Federal Rural do Rio de Janeiro, Serop?dica - RJ. 2018.https://tede.ufrrj.br/jspui/handle/jspui/4999Geometry enables the development of experimentation, representation and argumentation as well as stimulates imagination and creativity. Thus, its role in the Mathematics curriculum must be reflected, since many classes are still focused on the identification and nomenclature of flat forms and on the use of static figures, and other types of forms, especially those in three dimensions, appear in our daily. The present study focuses on the visualization and objective analysis of the students' learning in Space Geometry activities, using various resources such as paper and pencil, articulated plans, acrylic solids and a video generated from GeoGebra. The research was developed in the practice itself through a pedagogical intervention with varied activities. The implementation took place during the academic year of 2017 in a class of 6th year of Elementary School with students aged between 11 and 14 years of a public school in the city of Angra dos Reis (RJ). Visualization, as an important skill in mathematical thinking, consists of an individual process that is not innate and therefore needs to be taught. In this way, we believe that the use of varied didactic resources in the classroom brings different contributions in order to stimulate and enrich the visual thinking of each subject. However, it is important to emphasize that it is not only the elaboration of tasks with the use of resources that will guarantee the improvement in the visualization of the students. It is imperative that the classroom dynamics be interactive so that the subjects can constantly communicate their forms (represent, describe, construct, manipulate, etc.) of visual reasoning. We identified two categories of analysis entitled Difficulties and Discoveries, both linked to the 3D Geometry skills involved in their activities, which shows the need to implement activities that explore more visual reasoning in the mathematics curriculum. Results reveal two categories of analysis entitled Difficulties and Discoveries, both linked to 3D Geometry abilities involved in activities experienced by them, which shows the need to implement activities that explore more visual reasoning in the mathematics curriculum.A Geometria possibilita o desenvolvimento da experimenta??o, da representa??o e da argumenta??o como tamb?m estimula a imagina??o e a criatividade. Assim, seu papel no curr?culo de Matem?tica deve ser refletido, pois muitas aulas ainda est?o focadas na identifica??o e nomenclatura das formas planas e no uso de figuras est?ticas, sendo que outros tipos de formas, principalmente as em tr?s dimens?es, aparecem em nosso cotidiano. O presente estudo tem como foco a visualiza??o e objetiva a an?lise do aprendizado dos participantes em atividades de Geometria Espacial, utilizando recursos variados como papel e l?pis, planifica??es articuladas, s?lidos em acr?lico e um v?deo gerado a partir do GeoGebra. A pesquisa foi desenvolvida na pr?pria pr?tica mediante uma interven??o pedag?gica com atividades variadas. A implementa??o ocorreu ao longo do ano letivo de 2017 em uma turma de 6? ano do Ensino Fundamental com alunos de faixa et?ria entre 11 e 14 anos de uma escola p?blica do munic?pio de Angra dos Reis (RJ). A visualiza??o, como uma habilidade importante do pensamento matem?tico, consiste em um processo individual que n?o ? inato e, portanto, precisa ser ensinado. Desta forma, acreditamos que a utiliza??o de recursos did?ticos variados em sala de aula traz diferentes contribui??es de modo a estimular e enriquecer o pensamento visual particular de cada sujeito. Todavia, ? importante ressaltar que n?o ? apenas a elabora??o de tarefas com a utiliza??o de recursos que garantir? o aprimoramento na visualiza??o dos alunos. ? imprescind?vel que a din?mica de aula seja interativa de modo que os sujeitos possam constantemente comunicar suas formas (representar, descrever, construir, manipular etc.) de raciocinar visualmente. Resultados revelam duas categorias de an?lise intituladas de Dificuldades e Descobertas, ambas atreladas ?s habilidades de Geometria 3D envolvidas em atividades vivenciadas por eles, o que mostra a necessidade de implementa??o de atividades que explorem mais o racioc?nio visual no curr?culo de matem?tica.Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2021-08-31T18:00:55Z No. of bitstreams: 1 2018 - Tha?s Fernanda de Oliveira Settimy.pdf: 7160189 bytes, checksum: 6a53ea31bfe2628eb642da6d1048529d (MD5)Made available in DSpace on 2021-08-31T18:00:55Z (GMT). No. of bitstreams: 1 2018 - Tha?s Fernanda de Oliveira Settimy.pdf: 7160189 bytes, checksum: 6a53ea31bfe2628eb642da6d1048529d (MD5) Previous issue date: 2018-12-12application/pdfhttps://tede.ufrrj.br/retrieve/66572/2018%20-%20Tha%c3%ads%20Fernanda%20de%20Oliveira%20Settimy.pdf.jpgporUniversidade Federal Rural do Rio de JaneiroPrograma de P?s-Gradua??o em Educa??o, Contextos Contempor?neos e Demandas PopularesUFRRJBrasilInstituto Multidisciplinar de Nova Igua?uInstituto de Educa??oVis?o EspacialGeometria EspacialVistasEnsino FundamentalSpace VisionSpatial GeometryViewsElementary SchoolEduca??oVisualiza??o em sala de aula utilizando recursos did?ticos variadosVisualization in the classroom using varied didactic resourcesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFRRJinstname:Universidade Federal Rural do Rio de Janeiro (UFRRJ)instacron:UFRRJTHUMBNAIL2018 - Tha?s Fernanda de Oliveira Settimy.pdf.jpg2018 - Tha?s Fernanda de Oliveira Settimy.pdf.jpgimage/jpeg1943http://localhost:8080/tede/bitstream/jspui/4999/4/2018+-+Tha%C3%ADs+Fernanda+de+Oliveira+Settimy.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD54TEXT2018 - Tha?s Fernanda de Oliveira Settimy.pdf.txt2018 - Tha?s Fernanda de Oliveira Settimy.pdf.txttext/plain168476http://localhost:8080/tede/bitstream/jspui/4999/3/2018+-+Tha%C3%ADs+Fernanda+de+Oliveira+Settimy.pdf.txt780cb60504f1823ce4879c2380396e36MD53ORIGINAL2018 - Tha?s Fernanda de Oliveira Settimy.pdf2018 - Tha?s Fernanda de Oliveira Settimy.pdfapplication/pdf7160189http://localhost:8080/tede/bitstream/jspui/4999/2/2018+-+Tha%C3%ADs+Fernanda+de+Oliveira+Settimy.pdf6a53ea31bfe2628eb642da6d1048529dMD52LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Visualiza??o em sala de aula utilizando recursos did?ticos variados |
dc.title.alternative.eng.fl_str_mv |
Visualization in the classroom using varied didactic resources |
title |
Visualiza??o em sala de aula utilizando recursos did?ticos variados |
spellingShingle |
Visualiza??o em sala de aula utilizando recursos did?ticos variados Settimy, Tha?s Fernanda de Oliveira Vis?o Espacial Geometria Espacial Vistas Ensino Fundamental Space Vision Spatial Geometry Views Elementary School Educa??o |
title_short |
Visualiza??o em sala de aula utilizando recursos did?ticos variados |
title_full |
Visualiza??o em sala de aula utilizando recursos did?ticos variados |
title_fullStr |
Visualiza??o em sala de aula utilizando recursos did?ticos variados |
title_full_unstemmed |
Visualiza??o em sala de aula utilizando recursos did?ticos variados |
title_sort |
Visualiza??o em sala de aula utilizando recursos did?ticos variados |
author |
Settimy, Tha?s Fernanda de Oliveira |
author_facet |
Settimy, Tha?s Fernanda de Oliveira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bairral, Marcelo Almeida |
dc.contributor.advisor1ID.fl_str_mv |
CPF: 001.661.987-06 |
dc.contributor.referee1.fl_str_mv |
Vieira, Bruno Matos |
dc.contributor.referee2.fl_str_mv |
Dias, Marcelo de Oliveira |
dc.contributor.authorID.fl_str_mv |
CPF: 122.497.277-59 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4248298349404498 |
dc.contributor.author.fl_str_mv |
Settimy, Tha?s Fernanda de Oliveira |
contributor_str_mv |
Bairral, Marcelo Almeida Vieira, Bruno Matos Dias, Marcelo de Oliveira |
dc.subject.por.fl_str_mv |
Vis?o Espacial Geometria Espacial Vistas Ensino Fundamental |
topic |
Vis?o Espacial Geometria Espacial Vistas Ensino Fundamental Space Vision Spatial Geometry Views Elementary School Educa??o |
dc.subject.eng.fl_str_mv |
Space Vision Spatial Geometry Views Elementary School |
dc.subject.cnpq.fl_str_mv |
Educa??o |
description |
Geometry enables the development of experimentation, representation and argumentation as well as stimulates imagination and creativity. Thus, its role in the Mathematics curriculum must be reflected, since many classes are still focused on the identification and nomenclature of flat forms and on the use of static figures, and other types of forms, especially those in three dimensions, appear in our daily. The present study focuses on the visualization and objective analysis of the students' learning in Space Geometry activities, using various resources such as paper and pencil, articulated plans, acrylic solids and a video generated from GeoGebra. The research was developed in the practice itself through a pedagogical intervention with varied activities. The implementation took place during the academic year of 2017 in a class of 6th year of Elementary School with students aged between 11 and 14 years of a public school in the city of Angra dos Reis (RJ). Visualization, as an important skill in mathematical thinking, consists of an individual process that is not innate and therefore needs to be taught. In this way, we believe that the use of varied didactic resources in the classroom brings different contributions in order to stimulate and enrich the visual thinking of each subject. However, it is important to emphasize that it is not only the elaboration of tasks with the use of resources that will guarantee the improvement in the visualization of the students. It is imperative that the classroom dynamics be interactive so that the subjects can constantly communicate their forms (represent, describe, construct, manipulate, etc.) of visual reasoning. We identified two categories of analysis entitled Difficulties and Discoveries, both linked to the 3D Geometry skills involved in their activities, which shows the need to implement activities that explore more visual reasoning in the mathematics curriculum. Results reveal two categories of analysis entitled Difficulties and Discoveries, both linked to 3D Geometry abilities involved in activities experienced by them, which shows the need to implement activities that explore more visual reasoning in the mathematics curriculum. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-12-12 |
dc.date.accessioned.fl_str_mv |
2021-08-31T18:00:55Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SETTIMY, Tha?s Fernanda de Oliveira. Visualiza??o em sala de aula utilizando recursos did?ticos variados. 2018. 120 f. Disserta??o (Mestrado em Educa??o, Contextos Contempor?neos e Demandas Populares) - Instituto de Educa??o / Instituto Multidisciplinar de Nova Igua?u, Universidade Federal Rural do Rio de Janeiro, Serop?dica - RJ. 2018. |
dc.identifier.uri.fl_str_mv |
https://tede.ufrrj.br/jspui/handle/jspui/4999 |
identifier_str_mv |
SETTIMY, Tha?s Fernanda de Oliveira. Visualiza??o em sala de aula utilizando recursos did?ticos variados. 2018. 120 f. Disserta??o (Mestrado em Educa??o, Contextos Contempor?neos e Demandas Populares) - Instituto de Educa??o / Instituto Multidisciplinar de Nova Igua?u, Universidade Federal Rural do Rio de Janeiro, Serop?dica - RJ. 2018. |
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https://tede.ufrrj.br/jspui/handle/jspui/4999 |
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por |
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Universidade Federal Rural do Rio de Janeiro |
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Programa de P?s-Gradua??o em Educa??o, Contextos Contempor?neos e Demandas Populares |
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UFRRJ |
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Brasil |
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Instituto Multidisciplinar de Nova Igua?u Instituto de Educa??o |
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Universidade Federal Rural do Rio de Janeiro |
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