Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
BANDIM, Ronaldo Gomes |
| Orientador(a): |
NASCIMENTO, Ross Alves do |
| Banca de defesa: |
NASCIMENTO, Ross Alves do,
OLIVEIRA, Glauco Reinaldo Ferreira de,
SILVA, Adriano Regis Melo Rodrigues da |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Matemática (PROFMAT)
|
| Departamento: |
Departamento de Matemática
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7909
|
Resumo: |
The aim of this study was to explore the effects of dynamic geometry in situations of learning the concept of Locus with students of the 8th year of Elementary School of the Military School of Recife. We proposed five activities that focused on building situations in which the concept of locus was required. The students used the software CABRI, by which we sought to understand what influence this tool (from the dynamic geometry effects it provides) has in relation to the use of design tools such as ruler and compass, still valued by many teachers. The work rescues foundation elements of some topics of the history of ancient Greek geometry, through the classic problems rather discussed in academia. The activities were applied with 30 selected students and focused on knowledge related to constructions with ruler and compass which explore the concept of Locus. The activities were similar to those presented in the proposed exercises of the Mathematics textbooks of Elementary School. The activities took place in the computer lab of the school and were applied by the researcher. Students, in each of the activities, should hold notes on the knowledge manipulated to perform them. In the end, we presented the activities of the students, followed by analysis and its results. As a final result, we found that the activities applied showed the importance of Dynamic Geometry in the learning process concerning the investigation of the concept of Locus. It can be seen, in some cases, a strengthening of the thought of the student for what they imagine or foresee happening in the simulation phenomenon generated by the software; as in other cases, students seem to find assurance that the simulation produced in the software will give them a compelling understanding of the solution of the problem. |
