Teaching and learning analytical Geometry with digital technologies through a collaborative work
Autor(a) principal: | |
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Data de Publicação: | 2019 |
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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/2332 |
Resumo: | This paper presents some results of a qualitative research, aiming to understand the work dynamics of a group of professors and students in the process of constitution and implementation of the pedagogical proposal, developed in the Faculty of Mathematics of a federal university. The proposal was developed for face-to-face teaching of Analytical Geometry, in two consecutive semesters. Essentially, the face-to-face lessons were complemented by a virtual learning environment created on the Moodle platform, which contained various materials and activities, some in a GeoGebra interface. We analyze the collaborative characteristics that emerged in this work and the way in which the digital technologies were integrated to it, based on Fiorentini, Ferreira, Souza Junior, among other researchers on this subject, through the monitoring of group meetings and project documents. As results of the research, we identified that the virtual learning environment offered different possibilities of students' interaction with the content and provided constant monitoring of the students' production in the different types of interaction. The choice for the reformulation of the previous pedagogical models of the professors of the group to a new model that integrated Moodle and GeoGebra to the teaching of Analytical Geometry was fundamental for the engagement of those involved and made possible the accomplishment of an innovative collaborative work in this Faculty. |
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Teaching and learning analytical Geometry with digital technologies through a collaborative workEnsinar e aprender Geometria Analítica com Tecnologias Digitais por meio de um trabalho colaborativoGeometria AnalíticaTecnologias Digitais de Informação e ComunicaçãoTrabalho colaborativoAnalytic GeometryDigital Information and Communication TechnologiesCollaborative workThis paper presents some results of a qualitative research, aiming to understand the work dynamics of a group of professors and students in the process of constitution and implementation of the pedagogical proposal, developed in the Faculty of Mathematics of a federal university. The proposal was developed for face-to-face teaching of Analytical Geometry, in two consecutive semesters. Essentially, the face-to-face lessons were complemented by a virtual learning environment created on the Moodle platform, which contained various materials and activities, some in a GeoGebra interface. We analyze the collaborative characteristics that emerged in this work and the way in which the digital technologies were integrated to it, based on Fiorentini, Ferreira, Souza Junior, among other researchers on this subject, through the monitoring of group meetings and project documents. As results of the research, we identified that the virtual learning environment offered different possibilities of students' interaction with the content and provided constant monitoring of the students' production in the different types of interaction. The choice for the reformulation of the previous pedagogical models of the professors of the group to a new model that integrated Moodle and GeoGebra to the teaching of Analytical Geometry was fundamental for the engagement of those involved and made possible the accomplishment of an innovative collaborative work in this Faculty.Este artigo apresenta alguns resultados de uma pesquisa de abordagem qualitativa, com o objetivo de compreender a dinâmica de trabalho de um grupo de professores e alunos no processo de constituição e implementação de uma proposta, desenvolvida na Faculdade de Matemática de uma universidade pública. A proposta foi desenvolvida para o ensino presencial de Geometria Analítica, em dois semestres letivos consecutivos. Essencialmente, as aulas presenciais foram complementadas por um ambiente virtual de aprendizagem criado na plataforma Moodle, que continha diversos materiais e atividades, algumas numa interface do GeoGebra. Analisamos as características colaborativas que emergiram nesse trabalho e a forma como as tecnologias digitais foram integradas a ele, fundamentados em Fiorentini, Ferreira, Souza Junior, entre outros pesquisadores dessa temática. Como resultados da pesquisa, identificamos que o ambiente virtual de aprendizagem ofereceu diferentes possibilidades de interação dos estudantes com o conteúdo e proporcionou o acompanhamento constante da produção dos estudantes nos diferentes tipos de interação. A escolha pelo caminho da reformulação dos modelos pedagógicos prévios dos professores do grupo para um novo modelo, que integrou Moodle e GeoGebra ao ensino de Geometria Analítica, foi fundamental para o engajamento dos envolvidos e viabilizou a realização de um trabalho colaborativo inovador nessa faculdade.Editora Cruzeiro do Sul2019-06-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/233210.26843/rencima.v10i2.2332Revista de Ensino de Ciências e Matemática; v. 10 n. 2 (2019): jun.; 66-792179-426X10.26843/rencima.v10i2reponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/2332/1114https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessLopes, Erika Maria ChiocaJunior, Arlindo José Souza2023-04-21T01:57:20Zoai:ojs.pkp.sfu.ca:article/2332Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-21T01:57:20Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false |
dc.title.none.fl_str_mv |
Teaching and learning analytical Geometry with digital technologies through a collaborative work Ensinar e aprender Geometria Analítica com Tecnologias Digitais por meio de um trabalho colaborativo |
title |
Teaching and learning analytical Geometry with digital technologies through a collaborative work |
spellingShingle |
Teaching and learning analytical Geometry with digital technologies through a collaborative work Lopes, Erika Maria Chioca Geometria Analítica Tecnologias Digitais de Informação e Comunicação Trabalho colaborativo Analytic Geometry Digital Information and Communication Technologies Collaborative work |
title_short |
Teaching and learning analytical Geometry with digital technologies through a collaborative work |
title_full |
Teaching and learning analytical Geometry with digital technologies through a collaborative work |
title_fullStr |
Teaching and learning analytical Geometry with digital technologies through a collaborative work |
title_full_unstemmed |
Teaching and learning analytical Geometry with digital technologies through a collaborative work |
title_sort |
Teaching and learning analytical Geometry with digital technologies through a collaborative work |
author |
Lopes, Erika Maria Chioca |
author_facet |
Lopes, Erika Maria Chioca Junior, Arlindo José Souza |
author_role |
author |
author2 |
Junior, Arlindo José Souza |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Lopes, Erika Maria Chioca Junior, Arlindo José Souza |
dc.subject.por.fl_str_mv |
Geometria Analítica Tecnologias Digitais de Informação e Comunicação Trabalho colaborativo Analytic Geometry Digital Information and Communication Technologies Collaborative work |
topic |
Geometria Analítica Tecnologias Digitais de Informação e Comunicação Trabalho colaborativo Analytic Geometry Digital Information and Communication Technologies Collaborative work |
description |
This paper presents some results of a qualitative research, aiming to understand the work dynamics of a group of professors and students in the process of constitution and implementation of the pedagogical proposal, developed in the Faculty of Mathematics of a federal university. The proposal was developed for face-to-face teaching of Analytical Geometry, in two consecutive semesters. Essentially, the face-to-face lessons were complemented by a virtual learning environment created on the Moodle platform, which contained various materials and activities, some in a GeoGebra interface. We analyze the collaborative characteristics that emerged in this work and the way in which the digital technologies were integrated to it, based on Fiorentini, Ferreira, Souza Junior, among other researchers on this subject, through the monitoring of group meetings and project documents. As results of the research, we identified that the virtual learning environment offered different possibilities of students' interaction with the content and provided constant monitoring of the students' production in the different types of interaction. The choice for the reformulation of the previous pedagogical models of the professors of the group to a new model that integrated Moodle and GeoGebra to the teaching of Analytical Geometry was fundamental for the engagement of those involved and made possible the accomplishment of an innovative collaborative work in this Faculty. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-06-03 |
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/2332 10.26843/rencima.v10i2.2332 |
url |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2332 |
identifier_str_mv |
10.26843/rencima.v10i2.2332 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2332/1114 |
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. 10 n. 2 (2019): jun.; 66-79 2179-426X 10.26843/rencima.v10i2 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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