Augmented reality in learning Spatial Geometry and the contributions of the Fedathi Sequence
Autor(a) principal: | |
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Data de Publicação: | 2022 |
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/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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Revista de Ensino de Ciências e Matemática - REnCiMa |
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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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