Using the inverted classroom to teach polygons

Detalhes bibliográficos
Autor(a) principal: Felcher, Carla Denize Ott
Data de Publicação: 2021
Outros Autores: Viçosa, Cátia Silene Carrazoni Lopes, Soares, Renata Godinho, Folmer, Vanderlei
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/2742
Resumo: This article presents and analyzes the implementation of the Inverted Classroom, in the teaching of the polygon curriculum concept. The choice for the Polygon concept, focuses on the need to effectively work on Geometry, an important area of Mathematics. This is a pedagogical intervention developed with 19 students, from the 8th grade of elementary school in a public school. Before, during and after the activities, in addition to watching video lessons and solving exercises, students worked with GeoGebra, with manipulative material, built floor plans, memes, virtual posters, among others. The research participants answered a questionnaire which was analyzed from the perspective of Grounded Theory. The results show that the methodology of the Inverted Classroom met the expectations, according to the students themselves, who justified that they performed different activities, among which they highlighted the use of the cell phone. Finally, the use of digital technologies makes the methodology of the Inverted Classroom feasible, allowing the improvement of teaching in spaces that go beyond the classroom.
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spelling Using the inverted classroom to teach polygonsEl uso del aula invertida para enseñar polígonosO uso da sala de aula invertida para ensinar polígonosAula invertidaMetodologia AtivaPolígonosEnsinoMatemáticaInverted classActive MethodologyPolygonsTeachingMathematicsClase inversaMetodología activaPolígonosEnseñanzaMatemáticaThis article presents and analyzes the implementation of the Inverted Classroom, in the teaching of the polygon curriculum concept. The choice for the Polygon concept, focuses on the need to effectively work on Geometry, an important area of Mathematics. This is a pedagogical intervention developed with 19 students, from the 8th grade of elementary school in a public school. Before, during and after the activities, in addition to watching video lessons and solving exercises, students worked with GeoGebra, with manipulative material, built floor plans, memes, virtual posters, among others. The research participants answered a questionnaire which was analyzed from the perspective of Grounded Theory. The results show that the methodology of the Inverted Classroom met the expectations, according to the students themselves, who justified that they performed different activities, among which they highlighted the use of the cell phone. Finally, the use of digital technologies makes the methodology of the Inverted Classroom feasible, allowing the improvement of teaching in spaces that go beyond the classroom.Este artículo presenta y analiza la implementación del Aula Invertida, en la enseñanza del concepto de currículo poligonal. La elección del concepto de polígono se centra en la necesidad de trabajar eficazmente la geometría, un área importante de las matemáticas. Se trata de una intervención pedagógica desarrollada con 19 alumnos, desde el octavo grado de la escuela primaria de una escuela pública. Antes, durante y después de las actividades, además de ver clases de vídeo y resolver ejercicios, los alumnos trabajaron con GeoGebra, con material manipulador, plano de planta construido, memes, carteles virtuales, entre otros. Los participantes de la investigación respondieron a un cuestionario que fue analizado desde la perspectiva de la Teoría Fundamentada. Los resultados indican que la metodología del aula invertida cumplió con las expectativas, según los propios alumnos, quienes justificaron que realizaron diferentes actividades, entre ellas destacaron el uso del teléfono celular. Por último, el uso de tecnologías digitales permite la metodología invertida del aula, permitiendo la mejora de la enseñanza en espacios que van más allá del aula.O presente artigo apresenta e analisa a implementação da Sala de Aula Invertida no ensino do conceito curricular polígono. A escolha pelo conceito Polígono centra-se na necessidade de efetivamente trabalhar a Geometria, uma importante área da Matemática. Trata-se de uma intervenção pedagógica desenvolvida com dezenove estudantes do 8º ano do Ensino Fundamental de uma escola pública. Cumpre esclarecer que, além de assistirem a videoaulas e resolverem exercícios, os estudantes trabalharam com o GeoGebra, material manipulativo, construíram planta baixa, memes, cartazes virtuais, entre outros. Os participantes da pesquisa responderam a um questionário, o qual foi analisado sob a óptica da Teoria Fundamentada. Os resultados apontam que a metodologia da Sala de Aula Invertida atendeu às expectativas, segundo os próprios estudantes. Estes justificaram que realizaram atividades diferenciadas, entre elas, algumas foram intermediadas pelo uso do telefone celular. Por fim, o uso das tecnologias digitais viabiliza a metodologia da Sala de Aula Invertida, oportunizando o aprimoramento do ensino em espaços que vão além da sala de aula.Editora Cruzeiro do Sul2021-01-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/274210.26843/rencima.v12n1a03Revista de Ensino de Ciências e Matemática; v. 12 n. 1 (2021): jan./mar.; 1-182179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/2742/1466https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessFelcher, Carla Denize OttViçosa, Cátia Silene Carrazoni LopesSoares, Renata GodinhoFolmer, Vanderlei2023-05-12T22:52:50Zoai:ojs.pkp.sfu.ca:article/2742Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-05-12T22:52:50Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Using the inverted classroom to teach polygons
El uso del aula invertida para enseñar polígonos
O uso da sala de aula invertida para ensinar polígonos
title Using the inverted classroom to teach polygons
spellingShingle Using the inverted classroom to teach polygons
Felcher, Carla Denize Ott
Aula invertida
Metodologia Ativa
Polígonos
Ensino
Matemática
Inverted class
Active Methodology
Polygons
Teaching
Mathematics
Clase inversa
Metodología activa
Polígonos
Enseñanza
Matemática
title_short Using the inverted classroom to teach polygons
title_full Using the inverted classroom to teach polygons
title_fullStr Using the inverted classroom to teach polygons
title_full_unstemmed Using the inverted classroom to teach polygons
title_sort Using the inverted classroom to teach polygons
author Felcher, Carla Denize Ott
author_facet Felcher, Carla Denize Ott
Viçosa, Cátia Silene Carrazoni Lopes
Soares, Renata Godinho
Folmer, Vanderlei
author_role author
author2 Viçosa, Cátia Silene Carrazoni Lopes
Soares, Renata Godinho
Folmer, Vanderlei
author2_role author
author
author
dc.contributor.author.fl_str_mv Felcher, Carla Denize Ott
Viçosa, Cátia Silene Carrazoni Lopes
Soares, Renata Godinho
Folmer, Vanderlei
dc.subject.por.fl_str_mv Aula invertida
Metodologia Ativa
Polígonos
Ensino
Matemática
Inverted class
Active Methodology
Polygons
Teaching
Mathematics
Clase inversa
Metodología activa
Polígonos
Enseñanza
Matemática
topic Aula invertida
Metodologia Ativa
Polígonos
Ensino
Matemática
Inverted class
Active Methodology
Polygons
Teaching
Mathematics
Clase inversa
Metodología activa
Polígonos
Enseñanza
Matemática
description This article presents and analyzes the implementation of the Inverted Classroom, in the teaching of the polygon curriculum concept. The choice for the Polygon concept, focuses on the need to effectively work on Geometry, an important area of Mathematics. This is a pedagogical intervention developed with 19 students, from the 8th grade of elementary school in a public school. Before, during and after the activities, in addition to watching video lessons and solving exercises, students worked with GeoGebra, with manipulative material, built floor plans, memes, virtual posters, among others. The research participants answered a questionnaire which was analyzed from the perspective of Grounded Theory. The results show that the methodology of the Inverted Classroom met the expectations, according to the students themselves, who justified that they performed different activities, among which they highlighted the use of the cell phone. Finally, the use of digital technologies makes the methodology of the Inverted Classroom feasible, allowing the improvement of teaching in spaces that go beyond the classroom.
publishDate 2021
dc.date.none.fl_str_mv 2021-01-02
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/2742
10.26843/rencima.v12n1a03
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2742
identifier_str_mv 10.26843/rencima.v12n1a03
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2742/1466
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. 1 (2021): jan./mar.; 1-18
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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