Detalhes bibliográficos
| Ano de defesa: |
2015 |
| Autor(a) principal: |
Ballejo, Clarissa Coragem
 |
| Orientador(a): |
Viali, Lorí |
| Banca de defesa: |
Não Informado pela instituição |
| 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
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://tede2.pucrs.br/tede2/handle/tede/6207
|
Resumo: |
This study investigated how the GeoGebra software can contribute to building perimeter and area concepts by students of the 6th year of elementary school. This thesis has been developed in a particular school network in Porto Alegre in the first half of 2014. As a reference the constructionist theories, Papert and Meaningful Learning, Ausubel. This research is divided into four steps: check in textbooks about the geometry of it; applying two initial questionnaires, to characterize the researched group and delimitation of their previous knowledge; application of six activities related to the geometry of study in GeoGebra software and final questionnaire, analyzed by Discursive Textual Analysis proposed by Moraes and Galliazzi. It was cdc oncluded that the use of GeoGebra contributed significantly in the understanding of perimeter and area in view of constructionist education model proposed by Papert. The analysis of the last instrument revealed that the use of the software promotes learning significantly, to the extent that the students showed motivated to consider when classes involve the use of digital resources, with different designs of traditional methods considered. |
