Visualização dinâmica no ensino de geometria

• Ano de defesa: 2018
• Autor(a) principal: Moura, Liliana Karla Jorge de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Exatas e da Terra (ICET); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM
• Palavras-chave em Português: Ensino de geometria; Visualização geométrica; Dinâmico mental; Van Hiele; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Geometry teaching; Geometric visualization; Mental dynamic
• Link de acesso: http://ri.ufmt.br/handle/1/3379

This research was developed with students from the 2nd year of the technical course in Agriculture integrated to high school of IFMT Campus Cáceres - Professor Olegário Baldo. Initially, 15 students participated, two of which dropped out during geometry classes. The research had as thesis “The teaching of geometry through activities that develop the ability of geometric visualization with mental dynamics makes the learning process of geometric concepts more favorable to the student”. To prove that thesis, we have outlined the general purpose of “Investigating whether and how geometric visualization with mental dynamics is important for the understanding of geometric concepts”. The research had as its problem “Does a didactic sequence that involves van Hiele levels and the geometric visualization with mental dynamics allow the student (re) construction of knowledge related to geometric concepts?” To support the epistemological basis, we have sought basis on the model of geometric development from van Hiele, because we believe in the importance of reflections and opportunities for the student to construct his / her knowledge and develop the visualization ability with mental dynamics. We also based ourselves on Brousseau‟s Theory of Didactic Situations TDS, through the occurrence of learning through observations, analyzes and relations between student, teacher and knowledge. The guiding research method of this composition was the Didactic Engineering; we worked with the 04 phases of this method, the previous analysis, a priori analysis and a posteriori analysis. In the previous analysis, we approached the teaching of Geometry in Brazil, through interview I and test II we tried to verify in which level of thinking each student was. In the experimentation, we conducted the didactic sequence and, for each activity, we did a priori and a posteriori analyzes, in order to confront the learning data obtained during the development of this one. As for data collection, we conducted interviews, observations, tests and a didactic sequence with 21 activities. After working with the activities, aiming to develop the ability of geometric visualization with mental dynamics, we conclude that the research proved the thesis, once there was growth in students‟ knowledge, as evidenced by the results obtained on test II. In addition, the students stated in interview II that the methodology was effective and motivating, that they had a good performance in the activities, that the geometric visualization with mental dynamics facilitated the solution of the activities and contributes to improve the learning of geometric concepts.