Olympic Didactic Situations (ODS): an application of Olympic Problems (OP) in the light of the Didactic Situations Theory (DST) with the support of the GeoGebra software
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/2850 |
Resumo: | The objective of this paper was to present partial data from an investigation that deals with the use of Olympic Didactic Situations (ODS) for the teaching of plane geometry. We emphasize that these Olympic Problems (OP), which enable the student to act, formulate and validate mathematical knowledge/knowledge, are called Olympic Didactic Situations (ODS) and represented by the expression ODS = OP + TDS. We used the Didactic Training Engineering (DTE) methodology as having subjects from the Mathematics course at the Universidade Estadual Vale do Acaraú (UVA) and supervising professors of the Jr Scientific Initiation Program, who were submitted to Olympic Didactic Situations) in an initial and/or continuing education environment, through the Google Meet platform and through remote education due to the coronavirus pandemic (COVID-19). For data collection, we are based on the steps of the Theory of Didactic Situations and on the assumptions of EDF. The partial results showed that the referred proposal can be used to teach concepts of plane geometry in the classroom, together with the contribution of GeoGebra in the visualization and dynamization of the figures and in the training of the participating subjects. |
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Olympic Didactic Situations (ODS): an application of Olympic Problems (OP) in the light of the Didactic Situations Theory (DST) with the support of the GeoGebra softwareSituaciones Didácticas Olímpicas (SDO): una aplicación de Problemas Olímpicos (PO) a la luz de la Teoría de Situaciones Didácticas (TSD) con el apoyo del software GeoGebraSituações Didáticas Olímpicas (SDO): uma aplicação de Problemas Olímpicos (PO) à luz da Teoria das Situações Didáticas (TSD) com apoio do software GeoGebraOBMEPTeoria das Situações DidáticasEngenharia Didática de FormaçãoSituação Didática OlímpicaFormação InicialOBMEPTheory of Didactic SituationsDidactic Engineering TrainingOlympic Didactic SituationInitial FormationOBMEPTeoría de las Situaciones DidácticasIngeniería Didáctica FormaciónSituación Didáctica OlímpicaThe objective of this paper was to present partial data from an investigation that deals with the use of Olympic Didactic Situations (ODS) for the teaching of plane geometry. We emphasize that these Olympic Problems (OP), which enable the student to act, formulate and validate mathematical knowledge/knowledge, are called Olympic Didactic Situations (ODS) and represented by the expression ODS = OP + TDS. We used the Didactic Training Engineering (DTE) methodology as having subjects from the Mathematics course at the Universidade Estadual Vale do Acaraú (UVA) and supervising professors of the Jr Scientific Initiation Program, who were submitted to Olympic Didactic Situations) in an initial and/or continuing education environment, through the Google Meet platform and through remote education due to the coronavirus pandemic (COVID-19). For data collection, we are based on the steps of the Theory of Didactic Situations and on the assumptions of EDF. The partial results showed that the referred proposal can be used to teach concepts of plane geometry in the classroom, together with the contribution of GeoGebra in the visualization and dynamization of the figures and in the training of the participating subjects.El objetivo de este artículo fue presentar datos parciales de una investigación que trata sobre el uso de Situaciones Didácticas Olímpicas (SDO) para la enseñanza de la geometría plana. Destacamos que estos Problemas Olímpicos (PO), que capacitan al alumno para actuar, formular y validar conocimientos/sabieres matemáticos, se denominan Situaciones Didácticas Olímpicas (SDO) y se representan mediante la expresión SDO = PO + TSD. Utilizamos la metodología de Ingeniería de Formación Didáctica (IFD) al tener asignaturas del curso de Matemáticas de la Universidad Estadual Vale do Acaraú (UVA) y profesores supervisores del Programa de Iniciación Científica Jr, quienes fueron sometidos a Situaciones Didácticas Olímpicas (la propuesta didáctica) un entorno de educación inicial y/o continua, a través de la plataforma Google Meet y mediante la educación a distancia por la pandemia de coronavirus (COVID-19). Para la recolección de datos, nos basamos en los pasos de la Teoría de Situaciones Didácticas y en los supuestos de IDF. Los resultados parciales mostraron que la propuesta referida se puede utilizar para enseñar conceptos de geometría plana en el aula, junto con el aporte de GeoGebra en la visualización y dinamización de las figuras y en la formación de los sujetos participantes.O objetivo deste escrito foi apresentar dados parciais de uma investigação que trata do uso de Situações Didáticas Olímpicas (SDO) para o ensino de geometria plana. Destacamos que esses Problemas Olímpicos (PO), os quais possibilita o aluno agir, formular e validar os conhecimentos/saberes matemáticos, são denominados Situações Didáticas Olímpicas (SDO) e representados pela expressão SDO = PO + TSD. Utilizamos a metodologia Engenharia Didática de Formação (EDF) por ter como sujeitos licenciandos do curso de Matemática da Universidade Estadual Vale do Acaraú (UVA) e professores orientadores do Programa de Iniciação Científica Jr, os quais foram submetidos a Situações Didáticas Olímpicas (a proposta didática) em um ambiente de formação inicial e/ou continuada, pela plataforma Google Meet e por intermédio do ensino remoto devido à pandemia do coronavírus (COVID-19). Para a coleta de dados, baseamo-nos nas etapas da Teoria das Situações Didáticas e nos pressupostos da EDF. Os resultados parciais demostraram que a referida proposta pode ser utilizada para o ensino de conceitos de geometria plana em sala de aula, junto à contribuição do GeoGebra na visualização e dinamização das figuras e na formação dos sujeitos participantes.Editora Cruzeiro do Sul2021-03-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/285010.26843/rencima.v12n3a01Revista de Ensino de Ciências e Matemática; v. 12 n. 3 (2021): abr./jun.; 1-202179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/2850/1581https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2850/1522https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessSilva, José Gleison Alves daAlves, Francisco Régis VieiraMenezes, Daniel Brandão2023-05-13T20:48:22Zoai:ojs.pkp.sfu.ca:article/2850Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-05-13T20:48:22Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false |
dc.title.none.fl_str_mv |
Olympic Didactic Situations (ODS): an application of Olympic Problems (OP) in the light of the Didactic Situations Theory (DST) with the support of the GeoGebra software Situaciones Didácticas Olímpicas (SDO): una aplicación de Problemas Olímpicos (PO) a la luz de la Teoría de Situaciones Didácticas (TSD) con el apoyo del software GeoGebra Situações Didáticas Olímpicas (SDO): uma aplicação de Problemas Olímpicos (PO) à luz da Teoria das Situações Didáticas (TSD) com apoio do software GeoGebra |
title |
Olympic Didactic Situations (ODS): an application of Olympic Problems (OP) in the light of the Didactic Situations Theory (DST) with the support of the GeoGebra software |
spellingShingle |
Olympic Didactic Situations (ODS): an application of Olympic Problems (OP) in the light of the Didactic Situations Theory (DST) with the support of the GeoGebra software Silva, José Gleison Alves da OBMEP Teoria das Situações Didáticas Engenharia Didática de Formação Situação Didática Olímpica Formação Inicial OBMEP Theory of Didactic Situations Didactic Engineering Training Olympic Didactic Situation Initial Formation OBMEP Teoría de las Situaciones Didácticas Ingeniería Didáctica Formación Situación Didáctica Olímpica |
title_short |
Olympic Didactic Situations (ODS): an application of Olympic Problems (OP) in the light of the Didactic Situations Theory (DST) with the support of the GeoGebra software |
title_full |
Olympic Didactic Situations (ODS): an application of Olympic Problems (OP) in the light of the Didactic Situations Theory (DST) with the support of the GeoGebra software |
title_fullStr |
Olympic Didactic Situations (ODS): an application of Olympic Problems (OP) in the light of the Didactic Situations Theory (DST) with the support of the GeoGebra software |
title_full_unstemmed |
Olympic Didactic Situations (ODS): an application of Olympic Problems (OP) in the light of the Didactic Situations Theory (DST) with the support of the GeoGebra software |
title_sort |
Olympic Didactic Situations (ODS): an application of Olympic Problems (OP) in the light of the Didactic Situations Theory (DST) with the support of the GeoGebra software |
author |
Silva, José Gleison Alves da |
author_facet |
Silva, José Gleison Alves da Alves, Francisco Régis Vieira Menezes, Daniel Brandão |
author_role |
author |
author2 |
Alves, Francisco Régis Vieira Menezes, Daniel Brandão |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Silva, José Gleison Alves da Alves, Francisco Régis Vieira Menezes, Daniel Brandão |
dc.subject.por.fl_str_mv |
OBMEP Teoria das Situações Didáticas Engenharia Didática de Formação Situação Didática Olímpica Formação Inicial OBMEP Theory of Didactic Situations Didactic Engineering Training Olympic Didactic Situation Initial Formation OBMEP Teoría de las Situaciones Didácticas Ingeniería Didáctica Formación Situación Didáctica Olímpica |
topic |
OBMEP Teoria das Situações Didáticas Engenharia Didática de Formação Situação Didática Olímpica Formação Inicial OBMEP Theory of Didactic Situations Didactic Engineering Training Olympic Didactic Situation Initial Formation OBMEP Teoría de las Situaciones Didácticas Ingeniería Didáctica Formación Situación Didáctica Olímpica |
description |
The objective of this paper was to present partial data from an investigation that deals with the use of Olympic Didactic Situations (ODS) for the teaching of plane geometry. We emphasize that these Olympic Problems (OP), which enable the student to act, formulate and validate mathematical knowledge/knowledge, are called Olympic Didactic Situations (ODS) and represented by the expression ODS = OP + TDS. We used the Didactic Training Engineering (DTE) methodology as having subjects from the Mathematics course at the Universidade Estadual Vale do Acaraú (UVA) and supervising professors of the Jr Scientific Initiation Program, who were submitted to Olympic Didactic Situations) in an initial and/or continuing education environment, through the Google Meet platform and through remote education due to the coronavirus pandemic (COVID-19). For data collection, we are based on the steps of the Theory of Didactic Situations and on the assumptions of EDF. The partial results showed that the referred proposal can be used to teach concepts of plane geometry in the classroom, together with the contribution of GeoGebra in the visualization and dynamization of the figures and in the training of the participating subjects. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-03-29 |
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://revistapos.cruzeirodosul.edu.br/rencima/article/view/2850 10.26843/rencima.v12n3a01 |
url |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2850 |
identifier_str_mv |
10.26843/rencima.v12n3a01 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2850/1581 https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2850/1522 |
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. 3 (2021): abr./jun.; 1-20 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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1799306132240465920 |