O ensino da matemática na perspectiva da cultura maker: a aplicação de sequências didáticas de abordagem construcionista nos anos iniciais do ensino fundamental

• Ano de defesa: 2023
• Autor(a) principal: Gondim, Raquel de Sousa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Cultura maker; Construcionismo; Ensino da matemática; Sequência didática; Guia MakerMAT
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/73677

The present work analyzed the process of learning mathematics contents by students of the 5th year of Elementary School in the application of didactic sequences using the maker culture. The research's guiding question is: How can the maker culture provide more meaningful learning through the application of a didactic sequence in mathematics teaching? In this sense, the didactic sequence was applied in a school in the teaching network of the city of Fortaleza, in a class of the 5th year of Elementary School, with the intention of favoring their active interaction with the contents related to Geometry. In order to meet this objective, we are methodologically guided by the assumptions of qualitative research, with an exploratory nature. It was decided to use the methodological principles of action research in a didactic sequence. We used some concepts of Content Analysis, in the perspective of Bardin (1977) to analyze the data. Data analysis occurred through the application of three phases: 1) pre-analysis; 2) exploration of the material; 3) treatment of results, inferences and interpretation. On the aspect of maker culture based on Papert's constructionism, which presents a proposal for an education based on skills such as creative thinking, problem solving, communication, cooperation and collaboration. The research results point to the effectiveness of the maker culture in promoting more meaningful and motivating learning. This approach can be used as a pedagogical strategy to engage students, promote understanding of concepts and increase interest in the studied content. Therefore, we emphasize here that the active participation, questioning and engagement of students during the didactic sequence indicate that they were involved and motivated to learn, which is an important factor for meaningful learning. By providing a hands-on experience and stimulating students' curiosity, the maker culture can increase intrinsic motivation and interest in the discipline. It becomes evident that using low cost manipulative didactic materials in the teaching and learning of Geometry is a very effective approach to make the content more accessible, practical and engaging for students. These materials offer concrete opportunities for students to explore geometric concepts in a visual and tactile way, which can facilitate the understanding and internalization of knowledge. This hands-on, concrete approach tends to make learning more meaningful and engaging for students. As an Educational Product, we present a proposal for a MakerMAT Guide of didactic sequences in mathematics for the 5th grade.