Aprendizagem de geometria plana por meio de técnicas de sensoriamento remoto

• Ano de defesa: 2012
• Autor(a) principal: Gil, Karen Henn
• Orientador(a): Lahm, Regis Alexandre
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: EDUCAÇÃO - MATEMÁTICA; GEOMETRIA PLANA - ESTUDO E ENSINO; MATEMÁTICA - ENSINO FUNDAMENTAL; SENSORIAMENTO REMOTO; APRENDIZAGEM
• Link de acesso: http://hdl.handle.net/10923/2948

This present research was carried out in a public school in Rio Grande do Sul with two classes of 5th grade. It is a qualitative research, which the following problem has been worked: How does the use of Remote Sensing (RS) may contribute to the teaching and learning of Plane Geometry for students of the 5th grades in a Public school in Porto Alegre? It has as purpose to analyze the contribution of Remote Sensing techniques (SR) in the building of knowledge concerning the measures of distance, formation of geometric figures and determination of their perimeters. The Teaching of Plane Geometry, although it is a content of relevance, does not come from receiving the due importance in Elementary Education. In order to present an innovative proposal, was carried out a sequence of activities with the two classes of 5th grade during Mathematic classes in the context of the Learning Unit (LU), which was composed of eight meetings, among them, five consisted of activities performed with orbital images through the use of the software Google EarthTM. These tasks have brought motivation for the mathematic classes, offering research and development of skills with the use of tools available in the software. It was observed a clear growth in relation to this content since the first task which sought to verify prior knowledge until the last task in which students have built flat figures. The students seemed to be creative users and collaborators, showing that the technology can be a resource that favors the protagonism of the subjects in the learning process.