Uma sequência didática para a aprendizagem do volume do icosaedro regular

• Ano de defesa: 2012
• Autor(a) principal: Possani, José Fernando
• Orientador(a): Ag Almouloud, Saddo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação Matemática
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Geometria espacial; Icosaedro regular; Volume; Registro de representação semiótica
• Palavras-chave em Inglês: Space geometry; Regular icosahedron; Volume; Registration semiotic representation
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://tede2.pucsp.br/handle/handle/10935

Our study aims to investigate the appropriation of calculating the volume of the regular icosahedron, by the 3rd year high school students. The calculation is based on a sequence of activities measured using Cabri 3D. Through this research we seek to answer the following research question: how does a didactic sequence that involves dynamic geometry influence the processes of teaching and learning in the volume of regular Icosahedron? To answer this question, we applied this sequence of activities to four high school students. Our research is qualitative and relies on the assumptions of Didactic Engineering, the Theory of Didactical Situations. This Theory highlights the role of the teacher, the student and the environment in which processes take place on teaching and learning - and the theory of Records Semiotic Representation, more specifically, the seizures of a different figure. When analyzing the development of the subjects during the sequence of activities it s possible to see that they understand how to calculate the volume of the regular icosahedron