O uso do Geogebra 3D, versão para smartphone, no processo ensino aprendizagem de geometria espacial

• Ano de defesa: 2019
• Autor(a) principal: Rodrigues., Taís Vanessa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Ensino de Ciências e Matemática; UFAL
• Palavras-chave em Português: Geometria espacial; Geogebra 3D (Aplicativos móveis); Aprendizagem sequencial; Spatial geometry; 3D Geogebra (Mobile Applications); Sequential learning; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/5429

Spatial Geometry is a mathematical content that is present and can be easily observed in many everyday life situations, in addition to several areas of study, such as architecture, engineering, physics and others, use the knowledge relevant to this content. The objective of this work is to analyze the contributions of a pedagogical intervention through didactic sequences using Geogebra 3D mobile application version for smartphone, for the construction of the fundamental concepts of spatial geometry in high school: namely, geometric solids' surface areas and volumes. In order to reach the proposed goal, the sequence thus constructed was based on Guy Brousseau's Theory Situations and Van Hile theory, also takes into account the historical trajectory of Geometry teaching, the importance of using software as a teaching strategy and the use of didactic sequences to construct meaningful learning. The methodology used in this research is based on a participatory action-research approach to learning with a qualitative character. Data collection will take place from a logbook, aiming to Record the whole process of applying the sequence, through the application of a diagnostic questionnaire, the purpose of analyzing the students’ pre-existing knowledge, and also to identify their expectations regarding the proposed study, through the execution of the stages of the sequence and through the application of a second diagnostic questionnaire, aiming to analyze the knowledge acquired by the students from the proposed intervention. The research took place, as a result of the application of the proposed didactic sequence, with a group of sophomore students of statal public school, in the municipality of São Miguel dos Campos. The resulting outcome of this probe allows us to affirm that this proposal of intervention produces important and significant advances for the teaching of spatial geometry. Thus, we hope to have contributed to Mathematic teachers and make the teaching of Space Geometry more interesting.