| Resumo: |
Analytical geometry is losing steam on the classroom floor every year. Entrance exams used to bring, in a more forceful way, questions of geometry, but, with the unification of the test at the national level, several contents no longer appear in the editions of the contests that select students to enter public universities. The teaching of conics, then, has been neglected by many other contents considered more present in the Exam National High School (ENEM). And with the reform of secondary education, the so-called new secondary education, with several subjects losing their workload for training itineraries, analytical geometry is practically being forgotten by the new textbooks. Realizing this serious lack in the formation of our young people, I decided to present a work that rescued the teaching of conics, but with a new approach, softening the analytical part with the use of the dynamic geometry application geogebra. In the school's computer lab, we intend to present conics to our students in a more playful way, associating the geometric part with its respective analytical part through the computer screen and not just in the scribbles on the whiteboard. The tool that will allow this new approach are the isometries and homotheties, bringing important concepts in the general formation of the student body such as vectors, translations, reflections, proportionality, similarity ratio, finally using the available technology in favor of education. |
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