O estado do conhecimento sobre geometria plana no ensino médio utilizando softwares de geometria dinâmica (1987 a 2017)
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/10444 |
Resumo: | This work is connected to the research line named Teaching and Learning of Sciences and Mathematics, from Postgraduation Program in Education in Science and Mathematics at Universidade Federal de Goiás (UFG). Our goal was to analyze the evidences of pedagogical approaches in researches produced between 1987 and 2017 with themes related to the teaching of plane geometry in High School with the help of dynamic geometry software. Hence, we chose a State of Knowledge bibliographic research, in order to identify the features and the movement of the most frequent and absent discussions of the researched theme. These were obtained through the analysis of the corpus, which used as data recording instrument a reading sheet. The sources of analysis were obtained by searching institutions that have masters and/or academic/professional doctorate degrees that relate to Mathematical Education, as well as in CAPES academic database (Banco de Teses e Dissertações da CAPES). We defined the period as 1987 to 2017. The year 1987 was chosen because it was the creation of the first dynamic geometry software, the cabri-géomètre, and 2017 was chosen due to the mapping period of this research, which was 2018. Some of the theoretical references were obtained through the analysis of the corpus. We based on Libaneo (1985) and Saviani (2007; 2008) to discuss pedagogical trends; Fiorentini and Lorenzato (2006) and Lorenzato (1995) to discuss the process of teaching and learning geometry; Gravina (2001) to discuss dynamic geometry softwares; and Peixoto (2012; 2015) and Vieira Pinto (2005) to strengthen our reflections on education and technologies. Results show that geogebra is the most used software in experiments with the dynamic environment. Emerging trends are those that defend postmodern ideas, which argue that one must look for ways to adapt to the constantly changing society, developing skills and competences that allow one to “learn to learn” or to “learn by doing”. From a mathematical teaching perspective, we found influences of the theory of semiotic representation record and of French didactics to address the subject. These perspectives are permeated by a discourse that values training for labor market, focusing on the technical aspects of software rather than on the construction of geometric concepts. Then, proposing the use of geogebra in mathematics teaching would characterizes a technocentric approach of education. |
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Moraes, Moema Gomeshttp://lattes.cnpq.br/9070130706700712Moraes, Moema GomesGonçalves Junior, Marcos AntonioAraújo, Claudia Helena dos Santoshttp://lattes.cnpq.br/0064417472094303Oliveira, Juliane da Cruz2020-03-18T10:32:54Z2020-02-14OLIVEIRA, J. C. O estado do conhecimento sobre geometria plana no ensino médio utilizando softwares de geometria dinâmica (1987 a 2017). 2020. 181 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2020.http://repositorio.bc.ufg.br/tede/handle/tede/10444This work is connected to the research line named Teaching and Learning of Sciences and Mathematics, from Postgraduation Program in Education in Science and Mathematics at Universidade Federal de Goiás (UFG). Our goal was to analyze the evidences of pedagogical approaches in researches produced between 1987 and 2017 with themes related to the teaching of plane geometry in High School with the help of dynamic geometry software. Hence, we chose a State of Knowledge bibliographic research, in order to identify the features and the movement of the most frequent and absent discussions of the researched theme. These were obtained through the analysis of the corpus, which used as data recording instrument a reading sheet. The sources of analysis were obtained by searching institutions that have masters and/or academic/professional doctorate degrees that relate to Mathematical Education, as well as in CAPES academic database (Banco de Teses e Dissertações da CAPES). We defined the period as 1987 to 2017. The year 1987 was chosen because it was the creation of the first dynamic geometry software, the cabri-géomètre, and 2017 was chosen due to the mapping period of this research, which was 2018. Some of the theoretical references were obtained through the analysis of the corpus. We based on Libaneo (1985) and Saviani (2007; 2008) to discuss pedagogical trends; Fiorentini and Lorenzato (2006) and Lorenzato (1995) to discuss the process of teaching and learning geometry; Gravina (2001) to discuss dynamic geometry softwares; and Peixoto (2012; 2015) and Vieira Pinto (2005) to strengthen our reflections on education and technologies. Results show that geogebra is the most used software in experiments with the dynamic environment. Emerging trends are those that defend postmodern ideas, which argue that one must look for ways to adapt to the constantly changing society, developing skills and competences that allow one to “learn to learn” or to “learn by doing”. From a mathematical teaching perspective, we found influences of the theory of semiotic representation record and of French didactics to address the subject. These perspectives are permeated by a discourse that values training for labor market, focusing on the technical aspects of software rather than on the construction of geometric concepts. Then, proposing the use of geogebra in mathematics teaching would characterizes a technocentric approach of education.Este trabalho integra a linha de pesquisa Ensino e Aprendizagem de Ciências e Matemática do Programa de Pós-Graduação em Educação em Ciências e Matemática da Universidade Federal de Goiás (UFG). Objetivou-se analisar os indícios de abordagens pedagógicas presentes em pesquisas produzidas entre 1987 e 2017, que abordam o ensino de geometria plana no ensino médio com softwares de geometria dinâmica. Para tal, optou-se por uma pesquisa bibliográfica do tipo Estado do Conhecimento, com vistas a identificar as características, o movimento das discussões mais frequentes e ausentes do tema pesquisado, que foram obtidos por meio da análise do corpus. Utilizouse como instrumento de registro de dados uma ficha de leitura. As fontes de análise foram obtidas em meio à busca por instituições que possuem mestrado e/ou doutorado acadêmico e/ou profissional que se relacionam com Educação Matemática e também no Banco de Teses e Dissertações (BDTD) da CAPES. Definiu-se o período como sendo 1987 a 2017. O ano de 1987, por ser o ano de criação do primeiro software de geometria dinâmica, o cabri-géomètre, e 2017 pelo fato de o mapeamento ter sido feito em 2018. Alguns dos referenciais teóricos emergiram dos dados obtidos na análise do corpus. Neste estudo, tomou-se por base os autores Libâneo (1985) e Saviani (2007, 2008) para debater as Tendências Pedagógicas; Fiorentini e Lorenzato (2006) e Lorenzato (1995) para discutir o processo de ensino e aprendizagem de geometria; Gravina (2001) para a discussão dos softwares de geometria dinâmica; Peixoto (2012, 2015) e Vieira Pinto (2005) como referências das reflexões relacionadas à educação e às tecnologias. Os resultados indicam que o geogebra é o software mais utilizado nas experiências com o ambiente dinâmico. As tendências que emergiram são aquelas que defendem ideias pósmodernas e que o sujeito deve buscar formas de se adaptar à sociedade permeada por mudanças constantes, desenvolvendo habilidades e competências que lhe permitam “aprender a aprender” ou “aprender fazendo”. Como perspectivas de ensino da matemática, podem ser vistas as influências da teoria dos registros de representação semiótica e da didática francesa para se tratar o conteúdo. Estas perspectivas vêm permeadas de um discurso que valoriza o formar para o mercado de trabalho. Elas estão focadas nos aspectos técnicos do software, em detrimento da construção de conceitos geométricos, o que caracteriza uma abordagem tecnocêntrica ao propor o uso do geogebra no ensino de matemática.Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2020-03-17T19:10:03Z No. of bitstreams: 2 Dissertação - Juliane da Cruz Oliveira - 2020.pdf: 2715252 bytes, checksum: 05c9133a821f80f1fd441db9cf47a221 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2020-03-18T10:32:54Z (GMT) No. of bitstreams: 2 Dissertação - Juliane da Cruz Oliveira - 2020.pdf: 2715252 bytes, checksum: 05c9133a821f80f1fd441db9cf47a221 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2020-03-18T10:32:54Z (GMT). No. of bitstreams: 2 Dissertação - Juliane da Cruz Oliveira - 2020.pdf: 2715252 bytes, checksum: 05c9133a821f80f1fd441db9cf47a221 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2020-02-14Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfporUniversidade Federal de GoiásPrograma de Pós-graduação em Educação em Ciências e Matemática (PRPG)UFGBrasilPró-Reitoria de Pós-graduação (PRPG)http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação matemáticaEnsino de matemática e tecnologiasEstado do conhecimento e geometria planaGeometria dinâmicaGeogebraMathematic educationTeaching of mathematics and technologiesState of knowledge and plane geometryDynamic geometryGeogebraCIENCIAS EXATAS E DA TERRA::MATEMATICAO estado do conhecimento sobre geometria plana no ensino médio utilizando softwares de geometria dinâmica (1987 a 2017)The state of knowledge on flat geometry in middle education using dynamic geometry softwares (1987 to 2017)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis8628247000970657879600600600600-264539188392646063-70908234179844016942075167498588264571reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; 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dc.title.eng.fl_str_mv |
O estado do conhecimento sobre geometria plana no ensino médio utilizando softwares de geometria dinâmica (1987 a 2017) |
dc.title.alternative.eng.fl_str_mv |
The state of knowledge on flat geometry in middle education using dynamic geometry softwares (1987 to 2017) |
title |
O estado do conhecimento sobre geometria plana no ensino médio utilizando softwares de geometria dinâmica (1987 a 2017) |
spellingShingle |
O estado do conhecimento sobre geometria plana no ensino médio utilizando softwares de geometria dinâmica (1987 a 2017) Oliveira, Juliane da Cruz Educação matemática Ensino de matemática e tecnologias Estado do conhecimento e geometria plana Geometria dinâmica Geogebra Mathematic education Teaching of mathematics and technologies State of knowledge and plane geometry Dynamic geometry Geogebra CIENCIAS EXATAS E DA TERRA::MATEMATICA |
title_short |
O estado do conhecimento sobre geometria plana no ensino médio utilizando softwares de geometria dinâmica (1987 a 2017) |
title_full |
O estado do conhecimento sobre geometria plana no ensino médio utilizando softwares de geometria dinâmica (1987 a 2017) |
title_fullStr |
O estado do conhecimento sobre geometria plana no ensino médio utilizando softwares de geometria dinâmica (1987 a 2017) |
title_full_unstemmed |
O estado do conhecimento sobre geometria plana no ensino médio utilizando softwares de geometria dinâmica (1987 a 2017) |
title_sort |
O estado do conhecimento sobre geometria plana no ensino médio utilizando softwares de geometria dinâmica (1987 a 2017) |
author |
Oliveira, Juliane da Cruz |
author_facet |
Oliveira, Juliane da Cruz |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Moraes, Moema Gomes |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9070130706700712 |
dc.contributor.referee1.fl_str_mv |
Moraes, Moema Gomes |
dc.contributor.referee2.fl_str_mv |
Gonçalves Junior, Marcos Antonio |
dc.contributor.referee3.fl_str_mv |
Araújo, Claudia Helena dos Santos |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0064417472094303 |
dc.contributor.author.fl_str_mv |
Oliveira, Juliane da Cruz |
contributor_str_mv |
Moraes, Moema Gomes Moraes, Moema Gomes Gonçalves Junior, Marcos Antonio Araújo, Claudia Helena dos Santos |
dc.subject.por.fl_str_mv |
Educação matemática Ensino de matemática e tecnologias Estado do conhecimento e geometria plana Geometria dinâmica Geogebra |
topic |
Educação matemática Ensino de matemática e tecnologias Estado do conhecimento e geometria plana Geometria dinâmica Geogebra Mathematic education Teaching of mathematics and technologies State of knowledge and plane geometry Dynamic geometry Geogebra CIENCIAS EXATAS E DA TERRA::MATEMATICA |
dc.subject.eng.fl_str_mv |
Mathematic education Teaching of mathematics and technologies State of knowledge and plane geometry Dynamic geometry Geogebra |
dc.subject.cnpq.fl_str_mv |
CIENCIAS EXATAS E DA TERRA::MATEMATICA |
description |
This work is connected to the research line named Teaching and Learning of Sciences and Mathematics, from Postgraduation Program in Education in Science and Mathematics at Universidade Federal de Goiás (UFG). Our goal was to analyze the evidences of pedagogical approaches in researches produced between 1987 and 2017 with themes related to the teaching of plane geometry in High School with the help of dynamic geometry software. Hence, we chose a State of Knowledge bibliographic research, in order to identify the features and the movement of the most frequent and absent discussions of the researched theme. These were obtained through the analysis of the corpus, which used as data recording instrument a reading sheet. The sources of analysis were obtained by searching institutions that have masters and/or academic/professional doctorate degrees that relate to Mathematical Education, as well as in CAPES academic database (Banco de Teses e Dissertações da CAPES). We defined the period as 1987 to 2017. The year 1987 was chosen because it was the creation of the first dynamic geometry software, the cabri-géomètre, and 2017 was chosen due to the mapping period of this research, which was 2018. Some of the theoretical references were obtained through the analysis of the corpus. We based on Libaneo (1985) and Saviani (2007; 2008) to discuss pedagogical trends; Fiorentini and Lorenzato (2006) and Lorenzato (1995) to discuss the process of teaching and learning geometry; Gravina (2001) to discuss dynamic geometry softwares; and Peixoto (2012; 2015) and Vieira Pinto (2005) to strengthen our reflections on education and technologies. Results show that geogebra is the most used software in experiments with the dynamic environment. Emerging trends are those that defend postmodern ideas, which argue that one must look for ways to adapt to the constantly changing society, developing skills and competences that allow one to “learn to learn” or to “learn by doing”. From a mathematical teaching perspective, we found influences of the theory of semiotic representation record and of French didactics to address the subject. These perspectives are permeated by a discourse that values training for labor market, focusing on the technical aspects of software rather than on the construction of geometric concepts. Then, proposing the use of geogebra in mathematics teaching would characterizes a technocentric approach of education. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-03-18T10:32:54Z |
dc.date.issued.fl_str_mv |
2020-02-14 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
OLIVEIRA, J. C. O estado do conhecimento sobre geometria plana no ensino médio utilizando softwares de geometria dinâmica (1987 a 2017). 2020. 181 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2020. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/10444 |
identifier_str_mv |
OLIVEIRA, J. C. O estado do conhecimento sobre geometria plana no ensino médio utilizando softwares de geometria dinâmica (1987 a 2017). 2020. 181 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2020. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/10444 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
8628247000970657879 |
dc.relation.confidence.fl_str_mv |
600 600 600 600 |
dc.relation.department.fl_str_mv |
-264539188392646063 |
dc.relation.cnpq.fl_str_mv |
-7090823417984401694 |
dc.relation.sponsorship.fl_str_mv |
2075167498588264571 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Pró-Reitoria de Pós-graduação (PRPG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
instname_str |
Universidade Federal de Goiás (UFG) |
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UFG |
institution |
UFG |
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Repositório Institucional da UFG |
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Repositório Institucional da UFG |
bitstream.url.fl_str_mv |
http://repositorio.bc.ufg.br/tede/bitstreams/fcfc9728-75a6-427c-a0fe-d84e7f046dab/download http://repositorio.bc.ufg.br/tede/bitstreams/4b53567f-9af5-451b-be9c-de92b04fd55a/download http://repositorio.bc.ufg.br/tede/bitstreams/d77c8009-cb69-4717-9d54-5eae999cc94b/download http://repositorio.bc.ufg.br/tede/bitstreams/80eac5a3-7fab-4640-9da4-aa22fd4470fc/download http://repositorio.bc.ufg.br/tede/bitstreams/79e6abb5-1494-4183-86e5-7d5401a9c466/download |
bitstream.checksum.fl_str_mv |
bd3efa91386c1718a7f26a329fdcb468 4afdbb8c545fd630ea7db775da747b2f d41d8cd98f00b204e9800998ecf8427e d41d8cd98f00b204e9800998ecf8427e 05c9133a821f80f1fd441db9cf47a221 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
tasesdissertacoes.bc@ufg.br |
_version_ |
1798044348311404544 |