New configurations of the Trigonometry teaching laboratory from the incorporation of technology articulated the history of Mathematics
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista de Ensino de Ciências e Matemática - REnCiMa |
Texto Completo: | https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3116 |
Resumo: | In 2020, education underwent significant changes due to the COVID pandemic 19, reconfiguring the teacher's practice from a face-to-face model, to a remote study (use of digital technologies). This fact resulted in disciplines that initially involved teaching practices in which the student experienced the construction of manipulable materials, planned activities, and performed them in the classroom. This description refers to the subjects that involve the Mathematics and Teaching Laboratories (LME). Thus, this article aims to present a practice of the Teaching Laboratory of Trigonometry (LET), a curricular discipline of the Mathematics degree course at the State University of Ceará (UECE), integrated with the technologies for the study of trigonometric concepts through the crossbow. For this, a theoretical study is presented from the planning and execution of this laboratory practice incorporating Digital Information and Communication Technology (TDIC), in particular, the GeoGebra software, linked to the history of Mathematics. In this context, it is important to note that in these pandemic times, great challenges have been experienced in relation to adaptations of teaching to remote modality, due to the lack of fluency of teachers in initial training for the use of technological resources, which, however, in addition to these conflicts, it is worth noting that the articulation between TDIC and the history of mathematics via CI has been significantly experienced through this practice. |
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New configurations of the Trigonometry teaching laboratory from the incorporation of technology articulated the history of MathematicsNuevas configuraciones del laboratorio de enseñanza de Trigonometría desde la incorporación de la tecnología articulada a la historia de las MatemáticasNovas configurações do laboratório de ensino de Trigonometria a partir da incorporação da tecnologia articulada a história da MatemáticaLaboratório de Ensino de TrigonometriaBalhestilhaHistória da MatemáticaTrigonometry Teaching LaboratoryBalhestilhaHistory of MathematicsLaboratorio Docente de TrigonometríaBalhestilhaHistoria de las MatemáticasIn 2020, education underwent significant changes due to the COVID pandemic 19, reconfiguring the teacher's practice from a face-to-face model, to a remote study (use of digital technologies). This fact resulted in disciplines that initially involved teaching practices in which the student experienced the construction of manipulable materials, planned activities, and performed them in the classroom. This description refers to the subjects that involve the Mathematics and Teaching Laboratories (LME). Thus, this article aims to present a practice of the Teaching Laboratory of Trigonometry (LET), a curricular discipline of the Mathematics degree course at the State University of Ceará (UECE), integrated with the technologies for the study of trigonometric concepts through the crossbow. For this, a theoretical study is presented from the planning and execution of this laboratory practice incorporating Digital Information and Communication Technology (TDIC), in particular, the GeoGebra software, linked to the history of Mathematics. In this context, it is important to note that in these pandemic times, great challenges have been experienced in relation to adaptations of teaching to remote modality, due to the lack of fluency of teachers in initial training for the use of technological resources, which, however, in addition to these conflicts, it is worth noting that the articulation between TDIC and the history of mathematics via CI has been significantly experienced through this practice.En 2020, la educación sufrió cambios significativos debido a la pandemia de COVID19, reconfigurando la práctica docente de un modelo presencial, a un estudio remoto (uso de tecnologías digitales). Este hecho dio lugar a disciplinas que inicialmente involucraron prácticas docentes en las que el alumno experimentó la construcción de materiales manipulables, planificó actividades y las realizó en el aula. Esta descripción se refiere a las asignaturas que involucran a los Laboratorios de Matemática y Docencia (LME). Así, este artículo tiene como objetivo presentar una práctica del Laboratorio de Docencia de Trigonometría (LET), disciplina curricular de la carrera de Matemáticas de la Universidad Estatal de Ceará (UECE), integrado con las tecnologías para el estudio de conceptos trigonométricos utilizando la ballesta. Para ello, se presenta un estudio teórico a partir de la planificación y ejecución de esta práctica de laboratorio incorporando Tecnología de Información y Comunicación Digital (TDIC), en particular, el software GeoGebra, vinculado a la historia de las Matemáticas. En este contexto, es importante señalar que en estos tiempos de pandemia, se han experimentado grandes desafíos en relación a las adaptaciones de la enseñanza a la modalidad remota, debido a la falta de fluidez de los docentes en la formación inicial para el uso de los recursos tecnológicos, que, sin embargo, además de estos conflictos, vale la pena señalar que la articulación entre TDIC y la historia de las matemáticas a través de CI se ha experimentado significativamente a través de esta práctica.No ano de 2020, o ensino passou por mudanças significativas devido à pandemia da Covid-19 reconfigurando a prática do professor de um modelo presencial, para um estudo remoto (com o uso de tecnologias digitais). Esse fato resultou em disciplinas que, inicialmente, envolviam práticas de ensino no qual o aluno vivenciava a construção de materiais manipuláveis, planejava atividades, e executava em sala de aula. Essa descrição se refere às disciplinas que envolvem os Laboratórios de Matemática e Ensino (LME). Dessa forma, esse artigo tem como intuito apresentar uma prática do Laboratório de Ensino de Trigonometria (LET), disciplina curricular do curso de licenciatura em Matemática da Universidade Estadual do Ceará (UECE), integralizada as tecnologias para o estudo de conceitos trigonométricos por meio da balhestilha. Para isso, é apresentado um estudo teórico a partir do planejamento e execução dessa prática laboratorial incorporando a Tecnologias Digitais da Informação e Comunicação (TDIC), em particular, o software GeoGebra, atrelado à história da Matemática. Nesse contexto, é importante ressaltar que nestes tempos de pandemia vivenciaram-se grandes desafios em relação às adaptações do ensino para modalidade remota, por conta da falta de familiaridade dos professores em formação inicial para o uso de recursos tecnológicos. No entanto, ademais a estes conflitos, vale destacar que se experimentou de maneira significativa, práticas fazendo uso da balhestilha no GeoGebra, trabalhando a articulação entre TDIC e história da Matemática.Editora Cruzeiro do Sul2021-09-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/311610.26843/rencima.v12n4a38Revista de Ensino de Ciências e Matemática; v. 12 n. 4 (2021): jul./set.; 1-192179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/3116/1691https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessPereira, Ana Carolina CostaBatista, Antonia Naiara SousaOliveira, Gisele Pereira2023-05-13T21:27:50Zoai:ojs.pkp.sfu.ca:article/3116Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-05-13T21:27:50Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false |
dc.title.none.fl_str_mv |
New configurations of the Trigonometry teaching laboratory from the incorporation of technology articulated the history of Mathematics Nuevas configuraciones del laboratorio de enseñanza de Trigonometría desde la incorporación de la tecnología articulada a la historia de las Matemáticas Novas configurações do laboratório de ensino de Trigonometria a partir da incorporação da tecnologia articulada a história da Matemática |
title |
New configurations of the Trigonometry teaching laboratory from the incorporation of technology articulated the history of Mathematics |
spellingShingle |
New configurations of the Trigonometry teaching laboratory from the incorporation of technology articulated the history of Mathematics Pereira, Ana Carolina Costa Laboratório de Ensino de Trigonometria Balhestilha História da Matemática Trigonometry Teaching Laboratory Balhestilha History of Mathematics Laboratorio Docente de Trigonometría Balhestilha Historia de las Matemáticas |
title_short |
New configurations of the Trigonometry teaching laboratory from the incorporation of technology articulated the history of Mathematics |
title_full |
New configurations of the Trigonometry teaching laboratory from the incorporation of technology articulated the history of Mathematics |
title_fullStr |
New configurations of the Trigonometry teaching laboratory from the incorporation of technology articulated the history of Mathematics |
title_full_unstemmed |
New configurations of the Trigonometry teaching laboratory from the incorporation of technology articulated the history of Mathematics |
title_sort |
New configurations of the Trigonometry teaching laboratory from the incorporation of technology articulated the history of Mathematics |
author |
Pereira, Ana Carolina Costa |
author_facet |
Pereira, Ana Carolina Costa Batista, Antonia Naiara Sousa Oliveira, Gisele Pereira |
author_role |
author |
author2 |
Batista, Antonia Naiara Sousa Oliveira, Gisele Pereira |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Pereira, Ana Carolina Costa Batista, Antonia Naiara Sousa Oliveira, Gisele Pereira |
dc.subject.por.fl_str_mv |
Laboratório de Ensino de Trigonometria Balhestilha História da Matemática Trigonometry Teaching Laboratory Balhestilha History of Mathematics Laboratorio Docente de Trigonometría Balhestilha Historia de las Matemáticas |
topic |
Laboratório de Ensino de Trigonometria Balhestilha História da Matemática Trigonometry Teaching Laboratory Balhestilha History of Mathematics Laboratorio Docente de Trigonometría Balhestilha Historia de las Matemáticas |
description |
In 2020, education underwent significant changes due to the COVID pandemic 19, reconfiguring the teacher's practice from a face-to-face model, to a remote study (use of digital technologies). This fact resulted in disciplines that initially involved teaching practices in which the student experienced the construction of manipulable materials, planned activities, and performed them in the classroom. This description refers to the subjects that involve the Mathematics and Teaching Laboratories (LME). Thus, this article aims to present a practice of the Teaching Laboratory of Trigonometry (LET), a curricular discipline of the Mathematics degree course at the State University of Ceará (UECE), integrated with the technologies for the study of trigonometric concepts through the crossbow. For this, a theoretical study is presented from the planning and execution of this laboratory practice incorporating Digital Information and Communication Technology (TDIC), in particular, the GeoGebra software, linked to the history of Mathematics. In this context, it is important to note that in these pandemic times, great challenges have been experienced in relation to adaptations of teaching to remote modality, due to the lack of fluency of teachers in initial training for the use of technological resources, which, however, in addition to these conflicts, it is worth noting that the articulation between TDIC and the history of mathematics via CI has been significantly experienced through this practice. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-09-30 |
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/rencima/article/view/3116 10.26843/rencima.v12n4a38 |
url |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3116 |
identifier_str_mv |
10.26843/rencima.v12n4a38 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3116/1691 |
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 |
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. 12 n. 4 (2021): jul./set.; 1-19 2179-426X 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 |
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