M-learning e o ensino de matemática: O uso do aplicativo geogebra para o ensino de equação do 1º grau na educação básica

• Ano de defesa: 2020
• Autor(a) principal: Scarton, Elisson Spoladori
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cruzeiro do Sul; Brasil; Programa de Pós graduação de Ensino de Ciências e Matemática; Cruzeiro do Sul
• Palavras-chave em Português: Matemática; Mobile Learning; Geogebra; Teoria da Atividade; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/2302

The computer, the internet and the Mobile Wireless Technologies - TMSF constitute a landmark in the current knowledge society, in which data and information can result in new knowledge. However, the need for pedagogical articulation between these technologies and the classroom is highlighted, integrating them into the curriculum, aiming at promoting an interconnected, collaborative and mainly contextualized use. This research has as its theme the use of Technological Tools, more specifically the TMSF in the teaching of Mathematics. For this purpose, the use of M-learning methodologies for the teaching of Mathematics will be addressed. The general objective of this work is to investigate whether students of Basic Education, using the processes of Activity Theory, are motivated to produce 1st grade equations when using M-learning during Mathematics classes. The research methodology was based on Didactic Sequences in two stages: in the first moment, a class was held in a traditional way, with the content of the 1st degree equation. In the second moment, the class was held with the ICTs, using the Geogebra application, explaining the content of the 1st degree equation. At the end of the sequence, the results were compared and as a conclusion, it was noticed that the use of the Geogebra application helped students in meaningful learning and understanding of mathematical concepts, especially when the Activity Theory was based, as it was possible to verify that when carrying out the activities, at the moment when technology was used, students understood the mathematical concepts about 1st degree equations in order to generate meaning.