Contribuições do software Geogebra para a aprendizagem da geometria espacial no Ensino Médio

• Ano de defesa: 2018
• Autor(a) principal: Bittarello, Maríndia Leidens
• Orientador(a): Trentin, Marco Antônio Sandini
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Passo Fundo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Matemática
• Departamento: Instituto de Ciências Exatas e Geociências – ICEG
• País: Brasil
• Palavras-chave em Português: Matemática; Ensino auxiliado por computador; Geometria; Construtivismo; Tecnologia educacional
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://tede.upf.br/jspui/handle/tede/1572

We present a study on the use of Geogebra software in Mathematics teaching in this research. Inserted in the line of research Information technologies, communication and interaction applied to the Science and Mathematics teaching, this study has arisen from the search to bring together the usage of new technologies to the Mathematics study. This way, we have gotten to this question: how can GeoGebra software contribute to the learning process o f geometry contents, in mathematics teaching? In addition, it aimed to verify the contributions of the software to the learning process of geometry in high school students. Therefore, we sought theoretical support mainly in the ideas of Papert's Constructivism and in the PBL (Problem Beased Learning) method. As an educational product, we elaborated and applied a didactic proposal that approaches the solution of problems related to students’ daily life with the construction of two-dimensional and three-dimensional shapes. The proposal targets high school students and lasted 14 classes. At these meetings, the students, gathered in groups, had the opportunity to discuss, analyze and explore the technological resources of the software, such as the construction, rotation and amplification of geometric forms, searching for solutions to the suggested problems. The continuous observation of students’ behavior and the daily record of the logbook performed by the researcher and by the students at the end of each meeting served as instruments to collect data from this qualitative research. As a result, we could observe a strong interaction between the students in the discussion of the problems as well as their autonomy in constructing the geometric forms and interacting with the software resources. Therefore, we concluded that activities of this character, challenging ones, produce in the students more confidence and protagonism in the process of learning construction. Finally, it is emphasized that this dissertation is accompanied by an educational product that brings together the material used in the meetings and the didactic sequence developed, which is available at <http://educapes.capes.gov.br/handle/capes/206988>.