Realidade Ampliada Aplicada ao Ensino de Sólidos Geométricos: Uma Experiência Didática Desenvolvida com Alunos da 2ª Série do Ensino Médio

• Ano de defesa: 2024
• Autor(a) principal: Santos, Ivani Francisca dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino na Educação Básica; Centro Universitário Norte do Espírito Santo; UFES; Programa De Pós-Graduação Em Ensino da Educação Básica
• Palavras-chave em Português: Realidade aumentada; tecnologias digitais; geometria espacial; aprendizagem matemática; subject.br-rjbn; Área(s) do conhecimento do documento (Tabela CNPq)
• Link de acesso: http://repositorio.ufes.br/handle/10/17358

In the context of the research, the challenges of applying Augmented Reality technology as a tool to assist in the teaching and learning of geometric solids are analyzed. The issue arose from analyzing the results in the PAEBES TRI assessment, specifically Descriptor 43 (D43). The central question is: "What are the contributions of Augmented Reality as a didactic resource in the process of teaching Spatial Geometry?". The overall objective is to verify if the use of augmented reality facilitates the understanding of volume calculation for regular polyhedra in didactic activities. To achieve this, we defined specific objectives: to assess students' difficulties in activities with augmented reality; to evaluate the comprehension of the volume concept in activities using Geometry AR; to analyze students' perspectives on AR in the teaching of spatial geometry; and to verify if AR contributes to identifying the geometric elements of primary solids. The research is qualitative, basic, and exploratory, conducted at the State School of Elementary and High School Antonio dos Santos Neves in Boa Esperança, Espírito Santo, with the participation of 35 students from the 2nd year of high school in the morning shift. Data collection involved simple observation, application of two questionnaires, and a didactic sequence. The first questionnaire investigated students' prior knowledge in plane and spatial geometry, while the didactic sequence used the Geometry AR application (GeometriAR) as an auxiliary resource for teaching and learning spatial geometry. The second questionnaire assessed the use of the application from the students' perspective, administered at the end of the didactic sequence. Results indicate that students find the Geometry AR application easy to use, with a positive impact on learning. The tool contributed positively, making geometry more accessible, attractive, and interesting. In conclusion, this study highlights Augmented Reality as a promising tool in the educational context, especially in the teaching of spatial geometry.