Tecnologias digitais aplicadas ao ensino de matrizes : as percepções de alunos de uma escola do Rio Grande do Sul

• Ano de defesa: 2020
• Autor(a) principal: Siqueira, Amanda Cristina
• 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
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação em Ciências e Matemática
• Departamento: Escola Politécnica
• País: Brasil
• Palavras-chave em Português: Tecnologias; Matrizes; Transformações geométricas; Construção de imagens
• Palavras-chave em Inglês: Technologies; Matrices; Geometric transformations; Construction of images
• Área do conhecimento CNPq: CIENCIAS HUMANAS: ENSINO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/9230

In this dissertation, the objective was to understand the perception of students from a school in Rio Grande do Sul about the teaching of matrices, through the use of digital technologies. The choice of this theme is justified by the fact that, as a mathematics teacher, I was able to observe at times that many students see the teaching of matrix concepts as a set of rules and operations. Therefore, it is intended to present, in this dissertation, a sequence of activities aimed at the construction of images in the Scilab software and the application of the geometric transformations of scale, rotation and translation in the GeoGebra software. As a theoretical basis for this study, some assumptions of the Theory of Meaningful Learning and the use of technologies in the Teaching of Mathematics were adopted. As instruments for the constitution of the data of this qualitative research, three initial questionnaires were applied to verify previous knowledge and to identify the participants perceptions about the use of technologies in teaching. In addition to these instruments, the responses obtained during the proposal and the students records in a final questionnaire, applied at the end of the activities, were considered. As a method of data analysis, the assumptions of Content Analysis were considered in a qualitative bias, pointed out by several authors. Through the analysis, it was concluded that in the students perception, technologies can assist in the understanding, visualization and exemplification of mathematical concepts and that they are characterized as different resources for teaching and learning this discipline. It was verified by the analysis of the final questionnaire, that the proposed activities were dynamic and provided the visualization of matrix applications in addition to the exercises commonly proposed in Mathematics classes. In addition, the participants indicated that through the use of technological resources, it was possible to make the teaching of matrices more didactic and fun. On the other hand, the participants also recognized the limitations of the technologies, stating that the activities demanded more attention and at times, became more complicated, as they resulted in execution errors and delayed the resolution time. According to the content expressed by the participants, it was noticed that the lack of familiarity with the software and the command structures was one of the factors that hindered the resolution of the activities.