A didactic sequence mediated by the Geogebra software for Axial Symmetry teaching

Detalhes bibliográficos
Autor(a) principal: Britis, Karen Gonçalves
Data de Publicação: 2016
Outros Autores: Santos, Cintia Aparecida Bento dos, Oliveira, Maria Nazaré de, Nascimento, Patrícia Cacho do
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/index.php/rencima/article/view/1209
Resumo: This article aims to reflect from a didactic sequence to be crafted with the Geogebra software and built with the idea of taking students from 6th and 7th year of elementary school, to acquire knowledge of axial symmetry. We intend that this proposal may lead teachers to work with students the different semiotic representations of the same mathematical object with a view that the acquisition of knowledge by students in mathematics is associated with transit through different representations and also non-recognition of Mathematics different representations becomes a source of trouble, often in the process of teaching and learning.
id UCS-4_cd9ae47c0c721dc32a1f57420961f41d
oai_identifier_str oai:ojs.pkp.sfu.ca:article/1209
network_acronym_str UCS-4
network_name_str Revista de Ensino de Ciências e Matemática - REnCiMa
repository_id_str
spelling A didactic sequence mediated by the Geogebra software for Axial Symmetry teachingUma sequência didática mediada pelo software Geogebra para o ensino de Simetria AxialSimetria axialGeogebraRepresentações semióticasDuvalAxial symmetryGeogebraSemiotic representationsDuvalThis article aims to reflect from a didactic sequence to be crafted with the Geogebra software and built with the idea of taking students from 6th and 7th year of elementary school, to acquire knowledge of axial symmetry. We intend that this proposal may lead teachers to work with students the different semiotic representations of the same mathematical object with a view that the acquisition of knowledge by students in mathematics is associated with transit through different representations and also non-recognition of Mathematics different representations becomes a source of trouble, often in the process of teaching and learning.Este artigo tem por objetivo refletir a partir de uma sequência didática a ser trabalhada com o software Geogebra e construída com a ideia de levar alunos de 6° e 7° ano do Ensino Fundamental, a aquisição de conhecimentos sobre simetria axial. Visamos que esta proposta possa levar professores a trabalhar com os alunos as diferentes representações semióticas de um mesmo objeto matemático, tendo em vista que a aquisição do conhecimento por parte de educandos em Matemática está associada ao trânsito por diferentes representações e também o não reconhecimento de distintas representações Matemáticas torna-se um motivo de dificuldade, muitas vezes, no processo de ensino e aprendizagem.Editora Cruzeiro do Sul2016-11-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/article/view/120910.26843/rencima.v7i4.1209Revista de Ensino de Ciências e Matemática; v. 7 n. 4 (2016): abr.; 112-1272179-426X10.26843/rencima.v7i4reponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/article/view/1209/844Britis, Karen GonçalvesSantos, Cintia Aparecida Bento dosOliveira, Maria Nazaré deNascimento, Patrícia Cacho doinfo:eu-repo/semantics/openAccess2022-02-22T10:00:56Zoai:ojs.pkp.sfu.ca:article/1209Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2022-02-22T10:00:56Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv A didactic sequence mediated by the Geogebra software for Axial Symmetry teaching
Uma sequência didática mediada pelo software Geogebra para o ensino de Simetria Axial
title A didactic sequence mediated by the Geogebra software for Axial Symmetry teaching
spellingShingle A didactic sequence mediated by the Geogebra software for Axial Symmetry teaching
Britis, Karen Gonçalves
Simetria axial
Geogebra
Representações semióticas
Duval
Axial symmetry
Geogebra
Semiotic representations
Duval
title_short A didactic sequence mediated by the Geogebra software for Axial Symmetry teaching
title_full A didactic sequence mediated by the Geogebra software for Axial Symmetry teaching
title_fullStr A didactic sequence mediated by the Geogebra software for Axial Symmetry teaching
title_full_unstemmed A didactic sequence mediated by the Geogebra software for Axial Symmetry teaching
title_sort A didactic sequence mediated by the Geogebra software for Axial Symmetry teaching
author Britis, Karen Gonçalves
author_facet Britis, Karen Gonçalves
Santos, Cintia Aparecida Bento dos
Oliveira, Maria Nazaré de
Nascimento, Patrícia Cacho do
author_role author
author2 Santos, Cintia Aparecida Bento dos
Oliveira, Maria Nazaré de
Nascimento, Patrícia Cacho do
author2_role author
author
author
dc.contributor.author.fl_str_mv Britis, Karen Gonçalves
Santos, Cintia Aparecida Bento dos
Oliveira, Maria Nazaré de
Nascimento, Patrícia Cacho do
dc.subject.por.fl_str_mv Simetria axial
Geogebra
Representações semióticas
Duval
Axial symmetry
Geogebra
Semiotic representations
Duval
topic Simetria axial
Geogebra
Representações semióticas
Duval
Axial symmetry
Geogebra
Semiotic representations
Duval
description This article aims to reflect from a didactic sequence to be crafted with the Geogebra software and built with the idea of taking students from 6th and 7th year of elementary school, to acquire knowledge of axial symmetry. We intend that this proposal may lead teachers to work with students the different semiotic representations of the same mathematical object with a view that the acquisition of knowledge by students in mathematics is associated with transit through different representations and also non-recognition of Mathematics different representations becomes a source of trouble, often in the process of teaching and learning.
publishDate 2016
dc.date.none.fl_str_mv 2016-11-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/index.php/rencima/article/view/1209
10.26843/rencima.v7i4.1209
url https://revistapos.cruzeirodosul.edu.br/index.php/rencima/article/view/1209
identifier_str_mv 10.26843/rencima.v7i4.1209
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/index.php/rencima/article/view/1209/844
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 7 n. 4 (2016): abr.; 112-127
2179-426X
10.26843/rencima.v7i4
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
_version_ 1750315206724026368

Registros relacionados