Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Souza, Daniel Mendes Inácio de
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| Orientador(a): |
Abar, Celina Aparecida Almeida Pereira
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação Matemática
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| Departamento: |
Faculdade de Ciências Exatas e Tecnologia
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/42747
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Resumo: |
This research aims to investigate the knowledge mobilized in a continuing education program for mathematics teachers, focused on the application of GeoGebra Discovery, an experimental version of GeoGebra, in exploring properties and theorems of Plane Geometry. Additionally, it analyzes the difficulties faced by teachers when manipulating the software. In this version of GeoGebra, new features have been incorporated into the Automated Reasoning Tools (ART), enabling the verification of conjectures, proofs, and the discovery of properties in geometric constructions. The objective of this training was to foster reflection on the potential educational use of ART in teaching Plane Geometry. Through a remote didactic workshop on the Teams platform, this study sought, throughout the meetings with participants, to explore collaborative possibilities of pedagogical strategies for using ART. As a methodological framework for conducting this qualitative research, Design Research was employed for the creation, implementation, and conduction of the training course, as this methodology allows for the observation of improvement points and the implementation of enhancements during the investigative process. To analyze the produced data, the TPACK theory (Technological Pedagogical Content Knowledge), proposed by Mishra and Koehler, was used, which aids in understanding how technological knowledge integrates with pedagogical and content knowledge to promote the effective use of digital technologies in mathematics teaching. The analyses revealed that the training course involving ART in GeoGebra Discovery provided evidence that enabled teachers to mobilize and construct new knowledge, linked to the three pillars of the TPACK model, while solving activities that promoted visualization and logical argumentation based on the software's responses. Regarding the difficulties faced by educators, some points stand out in relation to the understanding of the use of ART in GeoGebra Discovery, as well as the construction of didactic proposals involving ART |
