The Fedathi Sequence in Geometry Teaching for Elementary School: experience Report in a Peripheral School in Caucaia-CE-Brazil

Detalhes bibliográficos
Autor(a) principal: Araújo da Silva, Bruna Rafaela
Data de Publicação: 2023
Outros Autores: Almeida do Carmo, Fernanda Maria, Borges Neto, Hermínio, de Maria Martins Torres, Antonia Lis
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação Matemática em Revista
Texto Completo: https://www.sbembrasil.org.br/periodicos/index.php/emr/article/view/3370
Resumo: The fedathian position is based on the fundamentals of the Fedathi Sequence, in which the teacher plans and develops activities based on investigative work, with the student as the protagonist of his learning. In this perspective, the objective is to describe an experience in the class of Mathematics, using the assumptions of the Fedathi Sequence, on the sum of the internal angles of the triangles, in the 7th grade class of a public school in Caucaia, Ceará. Thus, the questions asked by the teacher allowed the students to maintain an investigative and collaborative behavior, starting from the set of knowledge understood by them, so that they could find the solution to the problem. Three teams solved it and two others showed inconclusive answers, but with the application of their knowledge and the systematization of the activity, the students demonstrated that they understood the concepts. It was concluded that, from the planning to the execution of the activity, the teacher's mediation promoted the active participation of the students, aiming at a significant learning.
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spelling The Fedathi Sequence in Geometry Teaching for Elementary School: experience Report in a Peripheral School in Caucaia-CE-BrazilLa Secuencia Fedathi en la enseñanza de Geometría para la Escuela Primaria: relato de experiencia en una escuela periférica de Caucaia-CE-BrasilA Sequência Fedathi no ensino de Geometria para o Ensino Fundamental: relato de experiência em uma escola periférica de Caucaia-CE-BrasilSequência FedathiGeometriaPrática DocenteProtagonismo do alunoFedathi SequenceGeometryTeaching PracticeStudent protagonismSecuencia FedathiGeometríaPráctica docenteProtagonismo del alumnoThe fedathian position is based on the fundamentals of the Fedathi Sequence, in which the teacher plans and develops activities based on investigative work, with the student as the protagonist of his learning. In this perspective, the objective is to describe an experience in the class of Mathematics, using the assumptions of the Fedathi Sequence, on the sum of the internal angles of the triangles, in the 7th grade class of a public school in Caucaia, Ceará. Thus, the questions asked by the teacher allowed the students to maintain an investigative and collaborative behavior, starting from the set of knowledge understood by them, so that they could find the solution to the problem. Three teams solved it and two others showed inconclusive answers, but with the application of their knowledge and the systematization of the activity, the students demonstrated that they understood the concepts. It was concluded that, from the planning to the execution of the activity, the teacher's mediation promoted the active participation of the students, aiming at a significant learning.El acto fedathiano se basa en los principios de la Secuencia Fedathi, en la cual el docente planea y desarrolla actividades asentadas en el trabajo investigativo, con el alumno como protagonista de su aprendizaje. En esa perspectiva, se objetiva describir una experiencia en la asignatura de Matemáticas, utilizando los fundamentos de la Secuencia Fedathi, sobre la suma de los ángulos internos de los triángulos, en una clase de 7º grado de una escuela pública de Caucaia, Ceará, Brasil. De ese modo, las cuestiones levantadas por la profesora permitieron a los estudiantes mantener un comportamiento investigativo y colaborativo, según el conjunto de conocimientos comprendidos por ellos, para buscar la solución del problema. Tres equipos lo solucionaron y otros dos presentaron respuestas inconclusas, pero, con la aplicación de sus conocimientos y la sistematización de la actividad, los estudiantes demostraron que habían comprendido los conceptos. Se concluye que, desde el planeamiento hasta la ejecución, la mediación docente impulsó la participación activa de los alumnos, favoreciendo un aprendizaje significativo.A posição fedathiana é baseada nos fundamentos da Sequência Fedathi, na qual o professor planeja e desenvolve atividades baseadas no trabalho investigativo, tendo o educando como protagonista da sua aprendizagem. Nesta perspectiva, o objetivo é descrever uma experiência na disciplina Matemática, utilizando os pressupostos da Sequência Fedathi, sobre a soma dos ângulos internos dos triângulos, na turma de 7º ano de uma escola pública de Caucaia/CE. Desse modo, os questionamentos feitos pela professora permitiram que os educandos mantivessem um comportamento investigativo e colaborativo, partindo do conjunto de conhecimentos compreendidos por eles, para que encontrassem a solução do problema. Três equipes o solucionaram e outras duas apresentaram respostas inconclusivas, mas, com aplicação de seus conhecimentos e na sistematização da atividade, os estudantes demonstraram compreender os conceitos. Concluiu-se, então, que, desde o planejamento até à execução da atividade, a mediação docente promoveu a participação ativa dos alunos, almejando uma aprendizagem significativa.Sociedade Brasileira de Educação Matemática2023-05-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.sbembrasil.org.br/periodicos/index.php/emr/article/view/337010.37001/emr.v28i79.3370Educação Matemática em Revista; v. 28 n. 79 (2023): abr./jun. - Fluxo Contínuo; 1-152317-904X1517-3941reponame:Educação Matemática em Revistainstname:Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF)instacron:SBEM_MATporhttps://www.sbembrasil.org.br/periodicos/index.php/emr/article/view/3370/2341https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessAraújo da Silva, Bruna Rafaela Almeida do Carmo, Fernanda MariaBorges Neto, Hermínio de Maria Martins Torres, Antonia Lis 2023-05-15T19:38:49Zoai:emr.www.sbem.com.br:article/3370Revistahttp://sbemrevista.kinghost.net/revista/index.php/emr/indexPUBhttp://sbemrevista.kinghost.net/revista/index.php/emr/oaiemr@sbem.com.br || webmaster@sbem.com.br || primeiro.secretario@sbem.com.br2317-904X1517-3941opendoar:2023-05-15T19:38:49Educação Matemática em Revista - Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF)false
dc.title.none.fl_str_mv The Fedathi Sequence in Geometry Teaching for Elementary School: experience Report in a Peripheral School in Caucaia-CE-Brazil
La Secuencia Fedathi en la enseñanza de Geometría para la Escuela Primaria: relato de experiencia en una escuela periférica de Caucaia-CE-Brasil
A Sequência Fedathi no ensino de Geometria para o Ensino Fundamental: relato de experiência em uma escola periférica de Caucaia-CE-Brasil
title The Fedathi Sequence in Geometry Teaching for Elementary School: experience Report in a Peripheral School in Caucaia-CE-Brazil
spellingShingle The Fedathi Sequence in Geometry Teaching for Elementary School: experience Report in a Peripheral School in Caucaia-CE-Brazil
Araújo da Silva, Bruna Rafaela
Sequência Fedathi
Geometria
Prática Docente
Protagonismo do aluno
Fedathi Sequence
Geometry
Teaching Practice
Student protagonism
Secuencia Fedathi
Geometría
Práctica docente
Protagonismo del alumno
title_short The Fedathi Sequence in Geometry Teaching for Elementary School: experience Report in a Peripheral School in Caucaia-CE-Brazil
title_full The Fedathi Sequence in Geometry Teaching for Elementary School: experience Report in a Peripheral School in Caucaia-CE-Brazil
title_fullStr The Fedathi Sequence in Geometry Teaching for Elementary School: experience Report in a Peripheral School in Caucaia-CE-Brazil
title_full_unstemmed The Fedathi Sequence in Geometry Teaching for Elementary School: experience Report in a Peripheral School in Caucaia-CE-Brazil
title_sort The Fedathi Sequence in Geometry Teaching for Elementary School: experience Report in a Peripheral School in Caucaia-CE-Brazil
author Araújo da Silva, Bruna Rafaela
author_facet Araújo da Silva, Bruna Rafaela
Almeida do Carmo, Fernanda Maria
Borges Neto, Hermínio
de Maria Martins Torres, Antonia Lis
author_role author
author2 Almeida do Carmo, Fernanda Maria
Borges Neto, Hermínio
de Maria Martins Torres, Antonia Lis
author2_role author
author
author
dc.contributor.author.fl_str_mv Araújo da Silva, Bruna Rafaela
Almeida do Carmo, Fernanda Maria
Borges Neto, Hermínio
de Maria Martins Torres, Antonia Lis
dc.subject.por.fl_str_mv Sequência Fedathi
Geometria
Prática Docente
Protagonismo do aluno
Fedathi Sequence
Geometry
Teaching Practice
Student protagonism
Secuencia Fedathi
Geometría
Práctica docente
Protagonismo del alumno
topic Sequência Fedathi
Geometria
Prática Docente
Protagonismo do aluno
Fedathi Sequence
Geometry
Teaching Practice
Student protagonism
Secuencia Fedathi
Geometría
Práctica docente
Protagonismo del alumno
description The fedathian position is based on the fundamentals of the Fedathi Sequence, in which the teacher plans and develops activities based on investigative work, with the student as the protagonist of his learning. In this perspective, the objective is to describe an experience in the class of Mathematics, using the assumptions of the Fedathi Sequence, on the sum of the internal angles of the triangles, in the 7th grade class of a public school in Caucaia, Ceará. Thus, the questions asked by the teacher allowed the students to maintain an investigative and collaborative behavior, starting from the set of knowledge understood by them, so that they could find the solution to the problem. Three teams solved it and two others showed inconclusive answers, but with the application of their knowledge and the systematization of the activity, the students demonstrated that they understood the concepts. It was concluded that, from the planning to the execution of the activity, the teacher's mediation promoted the active participation of the students, aiming at a significant learning.
publishDate 2023
dc.date.none.fl_str_mv 2023-05-29
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://www.sbembrasil.org.br/periodicos/index.php/emr/article/view/3370
10.37001/emr.v28i79.3370
url https://www.sbembrasil.org.br/periodicos/index.php/emr/article/view/3370
identifier_str_mv 10.37001/emr.v28i79.3370
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.sbembrasil.org.br/periodicos/index.php/emr/article/view/3370/2341
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Sociedade Brasileira de Educação Matemática
publisher.none.fl_str_mv Sociedade Brasileira de Educação Matemática
dc.source.none.fl_str_mv Educação Matemática em Revista; v. 28 n. 79 (2023): abr./jun. - Fluxo Contínuo; 1-15
2317-904X
1517-3941
reponame:Educação Matemática em Revista
instname:Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF)
instacron:SBEM_MAT
instname_str Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF)
instacron_str SBEM_MAT
institution SBEM_MAT
reponame_str Educação Matemática em Revista
collection Educação Matemática em Revista
repository.name.fl_str_mv Educação Matemática em Revista - Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF)
repository.mail.fl_str_mv emr@sbem.com.br || webmaster@sbem.com.br || primeiro.secretario@sbem.com.br
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