A didactic sequence mediated by the Geogebra software for Axial Symmetry teaching
Autor(a) principal: | |
---|---|
Data de Publicação: | 2016 |
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/1209 |
Resumo: | This article aims to reflect from a didactic sequence to be crafted with the Geogebra software and built with the idea of taking students from 6th and 7th year of elementary school, to acquire knowledge of axial symmetry. We intend that this proposal may lead teachers to work with students the different semiotic representations of the same mathematical object with a view that the acquisition of knowledge by students in mathematics is associated with transit through different representations and also non-recognition of Mathematics different representations becomes a source of trouble, often in the process of teaching and learning. |
id |
UCS-4_cd9ae47c0c721dc32a1f57420961f41d |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/1209 |
network_acronym_str |
UCS-4 |
network_name_str |
Revista de Ensino de Ciências e Matemática - REnCiMa |
repository_id_str |
|
spelling |
A didactic sequence mediated by the Geogebra software for Axial Symmetry teachingUma sequência didática mediada pelo software Geogebra para o ensino de Simetria AxialSimetria axialGeogebraRepresentações semióticasDuvalAxial symmetryGeogebraSemiotic representationsDuvalThis article aims to reflect from a didactic sequence to be crafted with the Geogebra software and built with the idea of taking students from 6th and 7th year of elementary school, to acquire knowledge of axial symmetry. We intend that this proposal may lead teachers to work with students the different semiotic representations of the same mathematical object with a view that the acquisition of knowledge by students in mathematics is associated with transit through different representations and also non-recognition of Mathematics different representations becomes a source of trouble, often in the process of teaching and learning.Este artigo tem por objetivo refletir a partir de uma sequência didática a ser trabalhada com o software Geogebra e construída com a ideia de levar alunos de 6° e 7° ano do Ensino Fundamental, a aquisição de conhecimentos sobre simetria axial. Visamos que esta proposta possa levar professores a trabalhar com os alunos as diferentes representações semióticas de um mesmo objeto matemático, tendo em vista que a aquisição do conhecimento por parte de educandos em Matemática está associada ao trânsito por diferentes representações e também o não reconhecimento de distintas representações Matemáticas torna-se um motivo de dificuldade, muitas vezes, no processo de ensino e aprendizagem.Editora Cruzeiro do Sul2016-11-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/120910.26843/rencima.v7i4.1209Revista de Ensino de Ciências e Matemática; v. 7 n. 4 (2016): abr.; 112-1272179-426X10.26843/rencima.v7i4reponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/1209/844Britis, Karen GonçalvesSantos, Cintia Aparecida Bento dosOliveira, Maria Nazaré deNascimento, Patrícia Cacho doinfo:eu-repo/semantics/openAccess2022-02-22T13:00:56Zoai:ojs.pkp.sfu.ca:article/1209Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2022-02-22T13:00:56Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false |
dc.title.none.fl_str_mv |
A didactic sequence mediated by the Geogebra software for Axial Symmetry teaching Uma sequência didática mediada pelo software Geogebra para o ensino de Simetria Axial |
title |
A didactic sequence mediated by the Geogebra software for Axial Symmetry teaching |
spellingShingle |
A didactic sequence mediated by the Geogebra software for Axial Symmetry teaching Britis, Karen Gonçalves Simetria axial Geogebra Representações semióticas Duval Axial symmetry Geogebra Semiotic representations Duval |
title_short |
A didactic sequence mediated by the Geogebra software for Axial Symmetry teaching |
title_full |
A didactic sequence mediated by the Geogebra software for Axial Symmetry teaching |
title_fullStr |
A didactic sequence mediated by the Geogebra software for Axial Symmetry teaching |
title_full_unstemmed |
A didactic sequence mediated by the Geogebra software for Axial Symmetry teaching |
title_sort |
A didactic sequence mediated by the Geogebra software for Axial Symmetry teaching |
author |
Britis, Karen Gonçalves |
author_facet |
Britis, Karen Gonçalves Santos, Cintia Aparecida Bento dos Oliveira, Maria Nazaré de Nascimento, Patrícia Cacho do |
author_role |
author |
author2 |
Santos, Cintia Aparecida Bento dos Oliveira, Maria Nazaré de Nascimento, Patrícia Cacho do |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Britis, Karen Gonçalves Santos, Cintia Aparecida Bento dos Oliveira, Maria Nazaré de Nascimento, Patrícia Cacho do |
dc.subject.por.fl_str_mv |
Simetria axial Geogebra Representações semióticas Duval Axial symmetry Geogebra Semiotic representations Duval |
topic |
Simetria axial Geogebra Representações semióticas Duval Axial symmetry Geogebra Semiotic representations Duval |
description |
This article aims to reflect from a didactic sequence to be crafted with the Geogebra software and built with the idea of taking students from 6th and 7th year of elementary school, to acquire knowledge of axial symmetry. We intend that this proposal may lead teachers to work with students the different semiotic representations of the same mathematical object with a view that the acquisition of knowledge by students in mathematics is associated with transit through different representations and also non-recognition of Mathematics different representations becomes a source of trouble, often in the process of teaching and learning. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-11-01 |
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/1209 10.26843/rencima.v7i4.1209 |
url |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1209 |
identifier_str_mv |
10.26843/rencima.v7i4.1209 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1209/844 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
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. 7 n. 4 (2016): abr.; 112-127 2179-426X 10.26843/rencima.v7i4 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_ |
1799306129721786368 |