Matemática escolar: tendências metodológicas para o processo de ensino-aprendizagem de geometria plana

• Ano de defesa: 2009
• Autor(a) principal: Schirlo, Ana Cristina
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Tecnológica Federal do Paraná; Ponta Grossa; Brasil; Programa de Pós-Graduação em Ensino de Ciência e Tecnologia; UTFPR
• Palavras-chave em Português: Matemática - Estudo e ensino; Geometria plana; Aprendizagem baseada em problemas; Mathematics - Study and teaching; Geometry, Plane; Problem-based learning; CNPQ::CIENCIAS HUMANAS; Ensino de Ciências e Matemática
• Link de acesso: http://repositorio.utfpr.edu.br/jspui/handle/1/3535

This work has aimed to analyze the contributions of such methodological approaches: Classical Formalism, Modern Formalism and the Solve-Problem in the teaching-learning process of the Plane Geometry in the Mathematical content which is anchored in the Classical Mathematic, Modern Mathematic and Mathematic Education movements. It should be noticed those movements and their methodological approaches were valued in the learning-teaching process during certain time periods. However, the educational experience allowed us to assume that into classrooms the pertinent methodologies and the teaching resources to each one of these movements have been presented in the current pedagogical practice of the Mathematic teachers. Thus, the teachers need to be aware of their own conceptions on Mathematic once their pedagogical practice is connected to those conceptions. We have adopted the qualitative research approach with focus on the exploratory modality through practical lessons in 03 (three) classes of the 5th. Grade of the Elementary School from a public school in Ponta Grossa city, Paraná state. The subgroup A used the Plane Geometry contents with the Classical Formalism forms. The subgroup B used the same contents of the subgroup A favoring the Modern Formalism approach. The subgroup C used the same content of the subgroups A and B, and the classes were taught by the Solve-Problem approach. The collected data by the pre-test, lessons, post-test and interviews were analyzed through the Ausubel’s Meaningful Learning Theory and van Hiele’s Theory. The obtained results allowed us to conclude that the lessons under the Classical Formalism framework supported an improvement of the students in the subgroup A on the Plane Geometry contents. The students in the subgroup B demonstrated an enhancement in the teaching of symbols and an upgrading in the geometry shapes notions under the Modern Formalism framework contribution. The students in the subgroup C, after the lessons supported by the Solve-Problems framework revealed meaningful knowledge on the basic geometric contents. As a final product, we developed a pedagogical agenda aiming at to offer the Mathematic teachers and to those interested on these issues, with a set of information on the methodological approaches which have been performed into Mathematic classes when teaching the Plane Geometry contents.