Realidade aumentada como interface para a aprendizagem de poliedros do tipo prismas

• Ano de defesa: 2019
• Autor(a) principal: Silva, Roberto Carlos Delmas da
• Orientador(a): Vasconcelos, Carlos Alberto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• Palavras-chave em Português: Ensino de ciências; Ensino de matemática; Poliedros; Prismas; Realidade aumentada; Aprendizagem matemática; Poliedros do tipo prismas; Tecnologias digitais
• Palavras-chave em Inglês: Learning mathematics; Prism type polyhedra; Augmented reality; Digital technologies
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/11163

The present study aims to understand the use of Augmented Reality (RA) in polyhedra of prism type learning. It was developed with 32 students from a Public Education Institution, located in Aracaju-SE. To reach the proposed goal, we aimed to: develop a didactic sequence with students of the 2nd year of High School (10th Grade (sophomore)); applying Augmented Reality software from mobile devices; to identify learning in polyhedra prisms with the use of Augmented Reality; and measure the Geometry-AR application technically. Methodologically, this is a case study research, under the qualitative approach, in which data were collected through participant observation techniques, semistructured questionnaires and development of a didactic sequence, as well as a software usability test with students . As a theoretical reference, this research was supported by the studies of Valert (2007), Valente (1997, 2005), Moreira and Masini (2001), Belloni (2005), Almeida and Valente Bairral (2009), Tori (2010) and Vasconcelos (2017), among others, which base the discussion on the use of digital technologies (TD) in the learning process and, specifically, in the context of mathematical learning. Regarding the results, this research revealed that there are still few studies that deal with RA as a resource for learning mathematical content; that a large percentage of students in the second year of high school had never studied elementary concepts of spatial geometry; that experimental activities arouse a greater interest in the students for the study of geometry; and that a considerable part of the students considered relevant the use of the RA application for learning the prisms, as well as the use of TD in other disciplines of the school curriculum.