Study of Analytical Geometry with the assistance of GeoGebra in a class of the 3rd year of High School

Detalhes bibliográficos
Autor(a) principal: Domingues, Mateus Augusto
Data de Publicação: 2021
Outros Autores: Sturion, Leonardo, Rocha, Zenaide Fátima Dante Correia, Reis, Marcia Cristina
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/3190
Resumo: From a diagnostic evaluation carried out in a third year of high school in a public school in the city of Londrina, there was a learning deficit in geometry, which prompted a study whose proposal is to use technological resources as a teaching tool for teaching this area of knowledge. The classes were mediated with Software GeoGebra for the purpose of investigating the effects of this resource on the mediation of the content of Analytical Geometry for the teaching and learning of students. To accomplish this, we used the qualitative methodology - descriptive of the moments experienced in the classroom. Through observations of the effects of mediation of this didactic resource conveyed in the action of students. It was found that the GeoGebra made it possible to better observe the concepts approached, therefore, in which it was possible to verify that the students were motivated and curious, and from this they were able to interact with the content, with digital technology and with other individuals involved (students and teacher) fact that encourages to continue the project in other classes in order to contribute to the teaching.
id UCS-4_ade8edf1c826c6b12ae1f588601247ec
oai_identifier_str oai:ojs.pkp.sfu.ca:article/3190
network_acronym_str UCS-4
network_name_str Revista de Ensino de Ciências e Matemática - REnCiMa
repository_id_str
spelling Study of Analytical Geometry with the assistance of GeoGebra in a class of the 3rd year of High SchoolEstudio de Geometría Analítica con el auxilio de GeoGebra en una aula del 3º año de la Enseñanza MediaEstudo de Geometria Analítica com o auxílio do GeoGebra numa turma do 3º ano do Ensino MédioNativos DigitaisGeoGebraGeometria AnalíticaDigital NativesGeoGebraAnalytical GeometryNativos DigitalesGeoGebraGeometría AnalíticaFrom a diagnostic evaluation carried out in a third year of high school in a public school in the city of Londrina, there was a learning deficit in geometry, which prompted a study whose proposal is to use technological resources as a teaching tool for teaching this area of knowledge. The classes were mediated with Software GeoGebra for the purpose of investigating the effects of this resource on the mediation of the content of Analytical Geometry for the teaching and learning of students. To accomplish this, we used the qualitative methodology - descriptive of the moments experienced in the classroom. Through observations of the effects of mediation of this didactic resource conveyed in the action of students. It was found that the GeoGebra made it possible to better observe the concepts approached, therefore, in which it was possible to verify that the students were motivated and curious, and from this they were able to interact with the content, with digital technology and with other individuals involved (students and teacher) fact that encourages to continue the project in other classes in order to contribute to the teaching.A partir de una evaluación diagnóstica, realizada en un tercer año de la Enseñanza Media de una escuela pública de la ciudad de Londrina, se constató un déficit de aprendizaje en Geometría, lo que impulsó a elaborar un estudio cuya propuesta es la utilización de recursos tecnológicos como herramienta didáctica para la enseñanza de esa área de conocimiento. Las clases fueron mediadas con el Software GeoGebra con la finalidad de investigar los efectos de ese recurso en la mediación del contenido de Geometría Analítica para la enseñanza y aprendizaje de los alumnos. Para realizarlo, se utilizó la metodología cualitativa-descriptiva de los momentos vividos en el aula. Por medio de observaciones de los efectos de la mediación de ese recurso didáctico transmitida en la acción de los alumnos. Se constató que el GeoGebra posibilitó mejor observación de los conceptos abordados, por consecuencia, en la cual permitió verificar que los alumnos quedaron motivados y curiosos, y a partir de eso consiguieron interactuar con el contenido, con la tecnología digital y con los demás individuos involucrados (alumnos y profesor) hecho que incita a dar continuidad al proyecto en otras clases en el sentido de contribuir para la enseñanza.A partir de uma avaliação diagnóstica, realizada em um terceiro ano do Ensino Médio de uma escola pública da cidade de Londrina, constatou-se um déficit de aprendizagem em Geometria, o que instigou a elaborar um estudo cuja proposta é a utilização de recursos tecnológicos como ferramenta didática para o ensino dessa área de conhecimento. As aulas foram mediadas com o software GeoGebra com a finalidade de investigar os efeitos desse recurso na mediação do conteúdo de Geometria Analítica para o ensino e aprendizagem dos alunos. Para realizá-lo, usou-se a metodologia qualitativo-descritiva dos momentos vivenciados na sala de aula. Por meio de observações dos efeitos da mediação desse recurso didático na ação dos alunos, constatou-se que o GeoGebra possibilitou melhor observação dos conceitos abordados. Por consequência, foi possível verificar que os estudantes ficaram motivados e curiosos, e, a partir disso, conseguiram interagir com o conteúdo, com a tecnologia digital e com os demais indivíduos envolvidos (alunos e professor), fato que motiva a dar continuidade ao projeto em outras aulas a fim de contribuir para o ensino.Editora Cruzeiro do Sul2021-12-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/319010.26843/rencima.v12n6a25Revista de Ensino de Ciências e Matemática; v. 12 n. 6 (2021): out./dez.; 1-232179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/3190/1720https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessDomingues, Mateus AugustoSturion, LeonardoRocha, Zenaide Fátima Dante CorreiaReis, Marcia Cristina2023-05-13T21:58:06Zoai:ojs.pkp.sfu.ca:article/3190Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-05-13T21:58:06Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Study of Analytical Geometry with the assistance of GeoGebra in a class of the 3rd year of High School
Estudio de Geometría Analítica con el auxilio de GeoGebra en una aula del 3º año de la Enseñanza Media
Estudo de Geometria Analítica com o auxílio do GeoGebra numa turma do 3º ano do Ensino Médio
title Study of Analytical Geometry with the assistance of GeoGebra in a class of the 3rd year of High School
spellingShingle Study of Analytical Geometry with the assistance of GeoGebra in a class of the 3rd year of High School
Domingues, Mateus Augusto
Nativos Digitais
GeoGebra
Geometria Analítica
Digital Natives
GeoGebra
Analytical Geometry
Nativos Digitales
GeoGebra
Geometría Analítica
title_short Study of Analytical Geometry with the assistance of GeoGebra in a class of the 3rd year of High School
title_full Study of Analytical Geometry with the assistance of GeoGebra in a class of the 3rd year of High School
title_fullStr Study of Analytical Geometry with the assistance of GeoGebra in a class of the 3rd year of High School
title_full_unstemmed Study of Analytical Geometry with the assistance of GeoGebra in a class of the 3rd year of High School
title_sort Study of Analytical Geometry with the assistance of GeoGebra in a class of the 3rd year of High School
author Domingues, Mateus Augusto
author_facet Domingues, Mateus Augusto
Sturion, Leonardo
Rocha, Zenaide Fátima Dante Correia
Reis, Marcia Cristina
author_role author
author2 Sturion, Leonardo
Rocha, Zenaide Fátima Dante Correia
Reis, Marcia Cristina
author2_role author
author
author
dc.contributor.author.fl_str_mv Domingues, Mateus Augusto
Sturion, Leonardo
Rocha, Zenaide Fátima Dante Correia
Reis, Marcia Cristina
dc.subject.por.fl_str_mv Nativos Digitais
GeoGebra
Geometria Analítica
Digital Natives
GeoGebra
Analytical Geometry
Nativos Digitales
GeoGebra
Geometría Analítica
topic Nativos Digitais
GeoGebra
Geometria Analítica
Digital Natives
GeoGebra
Analytical Geometry
Nativos Digitales
GeoGebra
Geometría Analítica
description From a diagnostic evaluation carried out in a third year of high school in a public school in the city of Londrina, there was a learning deficit in geometry, which prompted a study whose proposal is to use technological resources as a teaching tool for teaching this area of knowledge. The classes were mediated with Software GeoGebra for the purpose of investigating the effects of this resource on the mediation of the content of Analytical Geometry for the teaching and learning of students. To accomplish this, we used the qualitative methodology - descriptive of the moments experienced in the classroom. Through observations of the effects of mediation of this didactic resource conveyed in the action of students. It was found that the GeoGebra made it possible to better observe the concepts approached, therefore, in which it was possible to verify that the students were motivated and curious, and from this they were able to interact with the content, with digital technology and with other individuals involved (students and teacher) fact that encourages to continue the project in other classes in order to contribute to the teaching.
publishDate 2021
dc.date.none.fl_str_mv 2021-12-29
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/3190
10.26843/rencima.v12n6a25
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3190
identifier_str_mv 10.26843/rencima.v12n6a25
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3190/1720
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. 6 (2021): out./dez.; 1-23
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
_version_ 1799306132968177664

Registros relacionados