Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Silva, Tatiane Ferreira da |
| Orientador(a): |
Bisognin, Eleni |
| Banca de defesa: |
Mathias, Carmen Vieira,
Bulegon, Ana Marli |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Franciscana
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino de Ciências e Matemática
|
| Departamento: |
Ensino de Ciências e Matemática
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/711
|
Resumo: |
This dissertation is linked to the Professional Master's degree of the Postgraduate Program in Education Sciences and Mathematics of the Franciscan University. The proposal has the general objective to understand in what extent the application of a didactic sequence elaborated from the perspective of Didactic Engineering, with the aid of the Geogebra software, can help in the teaching and learning process of trigonometric functions. The methodological process of Didactic Engineering proposed by Artigue (1988) included the following stages: previous analysis, a priori conception and analysis, implementation, a posteriori analysis and validation of didactic sequence. The previous analysis were made through a study on aspects of the History of Trigonometry, a diagnostic evaluation to identify students' previous knowledge and analysis of textbooks on the content addressed. The results of the previous analysis served as subsidies for the elaboration of the didactic sequence. Fifteen high school students from a State school in the city of Santa Maria - RS participated in this research. It was a qualitative research and the data collection was done through audio recording, the records of the researcher's observations in her journal and the records of the students' activities, making a comparison between the prior analysis and the a posteriori analysis. It can be inferred that the use of Geogebra helped in the understanding of concepts and in the motivation of students to accomplish the tasks. |
