Analysis and intervention in the teaching-learning of conic sections and their applications: a case study

• Autor(a) principal: Araújo, Evando Santos
• Data de Publicação: 2019
• Outros Autores: da Silva, Adriano Victor Lopes, Silva, Waldiclecyo Souza
• 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/2109
• topic: Ensino-aprendizagem; Seções Cônicas; Materiais Manipuláveis; Metodologias Alternativas; Modelo de Rasch; Teaching-Learning Process; Conic Sections, Manipulable Materials; Conic Sections; Manipulable Materials; Alternative Methodologies; Rasch model

The conic sections are geometric curves that receive a lot of attention due to technological applications of its properties in different areas of knowledge, which highlights the search for the improvement of teaching and learning of this mathematical topic in high school. In this work, a case-study (with secondary school students from the public education system) was proposed, concerning the teaching-learning of conics and their applications. The aim of the research was to analyze the evolution of the students' ability in essential topics of the theme after a mini-course with the use of conical snooker tables and geometric constructions with ruler and compass, compared to the traditional learning in the school. Data were collected through questionnaires, analyzed and interpreted according to the dichotomous Rasch model and of usual statistic techniques, taking into account the balance between the difficulty of the items and the ability of the students with the theme. The application of the model allowed the diagnosis of the difficulties in a directed way and confirmed that the actions complementary to the usual classes helped to decrease the hierarchy of difficulty of the items, with a significant evolution in the students' proficiency and consequent increase in the probability of success in the analyzed topics.