Uma situação de ensino híbrido no ensino de geometria para alunos do ensino fundamental - anos finais

• Autor(a) principal: Feitosa, Francisco Eteval da Silva
• Data de Publicação: 2022
• Outros Autores: Igliori, Sonia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Investigação e Divulgação em Educação Matemática
• Texto Completo: https://periodicos.ufjf.br/index.php/ridema/article/view/35806
• topic: Ensino híbrido; Abordagem Abordagem instrumental da didática; Geometria; Blended learning; Instrumental approach to didactics; Geometry

This work aims to report a hybrid teaching experience with students of elementary school II, who participate in an extension project promoted by the Department of Mathematics at the Federal University of Amazonas. The research is qualitative of an applied nature, from the point of view of its objectives it can be descriptive and according to technical procedures, the research can be classified as an action research. The process of collecting information and constituting the study material took place through simple observation and audiovisual records. The experiment has marks of the instrumental approach to didactics theorized by Artigue (2002) and Guin and Trouche (1999). The object of knowledge addressed was that of Geometric Solids and the hybrid teaching model chosen was that of rotation by stations, which was divided into five workstations, one of which involved online activities, so that each had a goal well-defined learning process. Each group went through all the stations, within a time defined by the teacher. The experiment was developed in two meetings of 3h30min and counted with the support of undergraduate students in Mathematics who participated from the creation to the application of the classes and acted as advisors in the process of building students' knowledge. From the observations made during the application of hybrid teaching, we could perceive the involvement of students in the proposed activities, demonstrating the potential that these methodologies have to transform the learning process into an active experience, where students are active and, consequently, collaborative subjects in the process. development of your learning.