TECNOLOGIAS COMPUTACIONAIS COMO FERRAMENTAS PARA INSERIR CONHECIMENTOS DE GEOMETRIA HIPERBÓLICA NO ENSINO FUNDAMENTAL

• Autor(a) principal: Portella, Hiago Portella de
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional Universidade Franciscana
• Texto Completo: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/688
• topic: Geometria Hiperbólica. GeoGebra. Ensino Fundamental. Aprendizagem. Ensino. Modelo de Poincaré; Hyperbolic Geometry. GeoGebra. Elementary School. Learning. Teaching. Poincaré model.; Física e Matemática

The insertion of the use of technology in the educational scene as a learning instrument begins to transform the structure and functioning of education in the technological age, interfering not only in what we do, but also in how we relate to the world. Thus, we seek benefits of these technological advances through the use of equipment and software, which are available for teaching and learning geometry. The master's research presented here consists of a study that aims to analyze how students of a junior´s project research employ computer technologies to study a non-Euclidean geometry in elementary school. We used the Dynamic Geometry software GeoGebra, supported by the use of computational equipments, such as tablets distributed to students and computers of the School, connected with the Internet a articulating knowledge and investigate the student to understand mathematical concepts by developing strategies to investigate and solve the challenges presented throughout the investigative process. We develop the research with activities of Euclidean Geometry, divided into two blocks, to familiarize students with the GeoGebra, aiming to return content of Geometry, some of them seen at School, and explore new concepts not yet known of the participants and, then it is concluded with the third block to involve a non-Euclidean Geometry. The research occurred in a research project, funded by FAPERGS during the period of one year, from May 2014 until April 2015, with three scholarship students in a seventh grade of Elementary School to a public school of the city of Júlio de Castilhos, central part of Rio Grande do Sul, Brazil, in which the author is effective teacher. The incorporation of computational technologies to study Euclidean Geometry and non-Euclidean could be able to develop a new dimension to the process of teaching and learning, allowing the teacher to update and move towards of seeking educational quality. As a culmination of research, we conclude that students of primary education were able to understand, using intuitive aspects associated with technology, geometric concepts that are not usually developed in Elementary School, such as potency of a point with respect to a circumference and inversion points in relation to it. In turn, the students achieved the comprehension of the Poincaré Model of a non-Euclidean Geometry, the Hyperbolic, the building with the GeoGebra. They extrapolate the concepts of lines and plans of Euclidean Geometry corresponding to the "new geometry" for them. Thus, as a learning process the survey showed possibilities of comprehension of theoretical models for the students of this level. On the other hand, the master's research has enabled to show new forms of teaching and new knowledge for the researche, whether through new approaches in the case, technological, fulfilling one of the goals of a Professional Master, namely, research in action at school. It is understood that schools should invest in technological tools, but they are quality, easy to use and disposed of time and conditions for adapting to this technology through continuing education teacher, for well use it.