Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Martins, Kátia Fogaça |
| Orientador(a): |
Bisognin, Eleni |
| Banca de defesa: |
SantaRosa, Maria Cecilia Pereira,
Marques, Clândio Timm |
| 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: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/726
|
Resumo: |
This dissertation joins with the Professional Master's Course of the Postgraduate Program in Teaching Science and Mathematics at Universidade Franciscana (Franciscan University). The objective of this study is to investigate to what extent the application of a sequence of activities using a technological resource can help the meaningful learning of concepts related to trigonometric relations in a triangle. This research has a qualitative approach. The activities were applied in a class of sophomore students of a public school belonging to the state network in the city of Santa Maria - Rio Grande do Sul. The research was conducted in two different moments. First, a diagnostic assessment was applied with the objective of identifying the SUBSUNÇORES the subjects have, which could serve as an anchor to the concepts to be taught. The second moment of the investigation was the development of a sequence of activities. The data were collected from the activities that the students answered and from the observations made by the research teacher. The data were analyzed from categories of analysis and, the actions of the sequence of activities, through interpretative descriptive analysis. The analysis of the data allowed us, among other things, to reach the conclusion of how important it is for the teacher to recognize the SUBSUNÇORES that the students have in order to propose a teaching process that could effectively become a significant learning. In addition, it was possible to verify that the technological resources can enrich the teaching and learning process in Mathematics. |
