A aprendizagem baseada em projetos no ensino de geometria do 5 ano: Maquetes Digitais com o Tinkercad
Sparad:
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| Utgivningsdatum: | 2024 |
| Materialtyp: | Master thesis |
| Språk: | por |
| Källa: | Repositório Comum do Brasil - Deposita |
| Download full: | https://deposita.ibict.br/handle/deposita/660 |
Sammanfattning: | Geometry is increasingly present in textbooks for students in the early years of elementary school, due to the relevance of this thematic unit for spatial representation and location, in addition to solving everyday life problems. However, Geometry teaching still takes place in a decontextualized manner and distant from the students' realities. In this sense, the objective of this research is to analyze how Project-Based Learning associated with the construction of models with the integration of Tinkercad software can contribute to the learning of Geometry of students in the 5th grade of elementary school. In view of this, the theoretical contribution starts from Piaget's Awareness in Epistemology and Genetic Psychology, associated with the Learning Spiral, from Valente's perspective, Project-Based Learning described by Moran and the Teaching of Geometry described by Santos and Nacarato. Within this logic, the methodology used is a qualitative approach, of the interventional and experimental type, in which students in the 5th grade of elementary school and the class's mathematics teacher participated in the research. Data were collected using diagnostic instruments, semi-structured interviews, field diary preparation and observation script. Consequently, data analysis was performed using Discursive Textual Analysis, which proposes dividing data into categories and subcategories. For all these reasons, the results show that the intervention contributed to the development of skills related to the use of digital technologies to solve problems and interact with peers, working collectively in mathematics classes. In addition, it also contributed to the development of skills related to the association of figures with plans, and the recognition and naming of geometric shapes. However, there are still challenges to be overcome, such as the difficulty of accessing digital devices and the lack of teacher training for the use of these technological resources in mathematics classes |