Augmented reality in learning Spatial Geometry and the contributions of the Fedathi Sequence

Detalhes bibliográficos
Autor(a) principal: Soares, Fredson Rodrigues
Data de Publicação: 2022
Outros Autores: Santana, José Rogério, Santos, Maria José Costa dos
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/3537
Resumo: The teaching of Geometry presents challenges of conceptual understanding, proven in external assessments. It aims to present Augmented Reality (AR) as a pedagogical strategy for the learning of Spatial Geometry through the GeoGebra software mediated by the Fedathi Sequence (SF). Exploratory Research of a Qualitative nature. The procedures used were training meetings using GeoGebra via Google Meet. The data indicate that AR favors the teaching and learning processes of Spatial Geometry, engaging students in the educational process. The SF contributed to the teacher's attitude in the activities proposed in the virtual classroom. Considering that young people are part of the technological generation, we suggest the use of GeoGebra and AR as a pedagogical support for the teacher, for the teaching of Spatial Geometry and the development of geometric thinking.
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spelling Augmented reality in learning Spatial Geometry and the contributions of the Fedathi SequenceLa realidad aumentada en el aprendizaje de la Geometría Espacial y los aportes de la Secuencia FedathiA realidade aumentada na aprendizagem de Geometria Espacial e as contribuições da Sequência FedathiRealidade AumentadaGeoGebraGeometria EspacialAugmented RealityGeoGebraSpatial GeometryRealidad AumentadaGeoGebraGeometría EspacialThe teaching of Geometry presents challenges of conceptual understanding, proven in external assessments. It aims to present Augmented Reality (AR) as a pedagogical strategy for the learning of Spatial Geometry through the GeoGebra software mediated by the Fedathi Sequence (SF). Exploratory Research of a Qualitative nature. The procedures used were training meetings using GeoGebra via Google Meet. The data indicate that AR favors the teaching and learning processes of Spatial Geometry, engaging students in the educational process. The SF contributed to the teacher's attitude in the activities proposed in the virtual classroom. Considering that young people are part of the technological generation, we suggest the use of GeoGebra and AR as a pedagogical support for the teacher, for the teaching of Spatial Geometry and the development of geometric thinking.La enseñanza de la Geometría presenta desafíos de comprensión conceptual, comprobados en evaluaciones externas. Tiene como objetivo presentar la Realidad Aumentada (AR) como una estrategia pedagógica para el aprendizaje de la Geometría Espacial a través del software GeoGebra mediado por la Secuencia Fedathi (SF). Investigación Exploratoria de Carácter Cualitativo. Los procedimientos utilizados fueron reuniones de capacitación utilizando GeoGebra a través de Google Meet. Los datos indican que la RA favorece los procesos de enseñanza y aprendizaje de la Geometría Espacial, involucrando a los estudiantes en el proceso educativo. El SF contribuyó a la postura del docente en las actividades propuestas en el aula virtual. Considerando que los jóvenes son parte de la generación tecnológica, sugerimos el uso de GeoGebra y AR como apoyo pedagógico para el docente, para la enseñanza de la Geometría Espacial y el desarrollo del pensamiento geométrico.O ensino de Geometria apresenta desafios de compreensão conceitual, comprovado nas avaliações externas. Objetiva apresentar a Realidade Aumentada (RA) como estratégia pedagógica para a aprendizagem de Geometria Espacial através do software GeoGebra mediada pela Sequência Fedathi (SF). Pesquisa Exploratória de natureza Qualitativa. Os procedimentos utilizados foram a realização de encontros formativos utilizando o GeoGebra via Google Meet. Os dados apontam que a RA favorece os processos de ensino e aprendizagem de Geometria Espacial, engajando os estudantes no processo educativo. A SF contribuiu para a postura do professor nas atividades propostas na sala de aula virtual. Considerando que os jovens fazem parte da geração tecnológica, sugere-se a utilização do GeoGebra e a RA como suporte pedagógico para o professor, para o ensino de Geometria Espacial e desenvolvimento do pensamento geométrico.Editora Cruzeiro do Sul2022-08-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/353710.26843/rencima.v13n4a11Revista de Ensino de Ciências e Matemática; v. 13 n. 4 (2022): jul./set.; 1-252179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/3537/1802https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessSoares, Fredson RodriguesSantana, José RogérioSantos, Maria José Costa dos2023-04-22T01:13:53Zoai:ojs.pkp.sfu.ca:article/3537Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-22T01:13:53Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Augmented reality in learning Spatial Geometry and the contributions of the Fedathi Sequence
La realidad aumentada en el aprendizaje de la Geometría Espacial y los aportes de la Secuencia Fedathi
A realidade aumentada na aprendizagem de Geometria Espacial e as contribuições da Sequência Fedathi
title Augmented reality in learning Spatial Geometry and the contributions of the Fedathi Sequence
spellingShingle Augmented reality in learning Spatial Geometry and the contributions of the Fedathi Sequence
Soares, Fredson Rodrigues
Realidade Aumentada
GeoGebra
Geometria Espacial
Augmented Reality
GeoGebra
Spatial Geometry
Realidad Aumentada
GeoGebra
Geometría Espacial
title_short Augmented reality in learning Spatial Geometry and the contributions of the Fedathi Sequence
title_full Augmented reality in learning Spatial Geometry and the contributions of the Fedathi Sequence
title_fullStr Augmented reality in learning Spatial Geometry and the contributions of the Fedathi Sequence
title_full_unstemmed Augmented reality in learning Spatial Geometry and the contributions of the Fedathi Sequence
title_sort Augmented reality in learning Spatial Geometry and the contributions of the Fedathi Sequence
author Soares, Fredson Rodrigues
author_facet Soares, Fredson Rodrigues
Santana, José Rogério
Santos, Maria José Costa dos
author_role author
author2 Santana, José Rogério
Santos, Maria José Costa dos
author2_role author
author
dc.contributor.author.fl_str_mv Soares, Fredson Rodrigues
Santana, José Rogério
Santos, Maria José Costa dos
dc.subject.por.fl_str_mv Realidade Aumentada
GeoGebra
Geometria Espacial
Augmented Reality
GeoGebra
Spatial Geometry
Realidad Aumentada
GeoGebra
Geometría Espacial
topic Realidade Aumentada
GeoGebra
Geometria Espacial
Augmented Reality
GeoGebra
Spatial Geometry
Realidad Aumentada
GeoGebra
Geometría Espacial
description The teaching of Geometry presents challenges of conceptual understanding, proven in external assessments. It aims to present Augmented Reality (AR) as a pedagogical strategy for the learning of Spatial Geometry through the GeoGebra software mediated by the Fedathi Sequence (SF). Exploratory Research of a Qualitative nature. The procedures used were training meetings using GeoGebra via Google Meet. The data indicate that AR favors the teaching and learning processes of Spatial Geometry, engaging students in the educational process. The SF contributed to the teacher's attitude in the activities proposed in the virtual classroom. Considering that young people are part of the technological generation, we suggest the use of GeoGebra and AR as a pedagogical support for the teacher, for the teaching of Spatial Geometry and the development of geometric thinking.
publishDate 2022
dc.date.none.fl_str_mv 2022-08-20
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/3537
10.26843/rencima.v13n4a11
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3537
identifier_str_mv 10.26843/rencima.v13n4a11
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3537/1802
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. 13 n. 4 (2022): jul./set.; 1-25
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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