Investigando possibilidades de aprendizagem significativa no ensino da geometria por meio de uma UEPS

• Ano de defesa: 2024
• Autor(a) principal: Avila, Graciele Goldschmidt de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Matemática; UFSM; Programa de Pós-Graduação em Matemática em Rede Nacional; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Geometria; Aprendizagem significativa; UEPS; Ensino Fundamental 2; Geometry; Meaningful learning; PMTU; Elementary school; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://repositorio.ufsm.br/handle/1/34405

This work was motivated by the author's classroom practice, which having experience with students from the fourth to the ninth year of elementary school, noticed several difficulties regarding geometry concepts, specifically the area and perimeter; these, through the creation and application of a Potentially Meaningful Teaching Unit (PMTU) in two sixth year classes at a public school in the Northwest of the State of Rio Grande do Sul, are investigated and evaluated according to their evidence of significant learning, throughout this dissertation. The work is based on a bibliographic review in the PROFMAT dissertation database, in the Theory of Meaningful Learning, in the PMTU, in the official guiding documents and theirs objects of knowledge related to geometry. This is qualitative research, with a close eye on recursive and formative evaluation. In the application of PMTU, different teaching materials and resources were used, according to its eight steps, there was great involvement, participation and collaboration among students, although with some language problems. It was noticed with the application that the instrument brought many contributions to classroom practice, in addition to being considered a simple, consistent material that can be used by those teachers who, like the author of this research work, are restless and want their students to truly learn, that is, to give meaning to their learning. It is concluded that combining experience - study - new practices can be a way to improve school mathematics in favor of meaningful learning, through PMTU.