Aprendizagem de conceitos geométricos pelo futuro professor das séries iniciais do Ensino Fundamental e as novas tecnologias
Autor(a) principal: | |
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Data de Publicação: | 2006 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educar em Revista |
Texto Completo: | https://revistas.ufpr.br/educar/article/view/7624 |
Resumo: | The Modern Mathematics revolution, in 1950, introduced a new way of teaching Mathematics, which empathizes the symbolism and demands on students a great amount of abstractions, leaving Mathematics out of the real life. As a result, the student who learned through this curriculum did not learn enough about Geometry and is not able to realize the relationship about this content and the reality. On the other hand, the teacher who doesnot know Geometry is not able to notice the beauty and the importance of this subject to the individual development. Geometry instigates the child to observe and notice similarities, differences; as well as to identify irregularities. The aim of this paper is to identify the knowledge level of the students fromSpecific Center of Teachers’ Formation and Improvement (CEFAM), who are future primary grades teachers of São Paulo State, about the concepts of point, straight line, plain, angles, polygons and circumferences; and to verify the contributions of computer for building these geometric concepts. Thus, we have leaded a research with 30 students of CEFAM from Presidente Prudente-SP. Based on the identification of learning difficulties we organizedand developed the intervention - formation schema, using the computer as a learning instrument and work projects that were supported by the Constructionist approach. The future teacher who does not understand Geometry will not be able to contribute for the development of the geometric notion of a child. This notion is the one that able the child to observe, understand, describe and represent, in organized way, the world where we live. |
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Aprendizagem de conceitos geométricos pelo futuro professor das séries iniciais do Ensino Fundamental e as novas tecnologiasGeometric concepts learning by the future primary grades teacher in Primary Education and new technologiesformação de professores; informática na educação; aprendizagem em geometria; teachers formation; computing in education; geometry learningThe Modern Mathematics revolution, in 1950, introduced a new way of teaching Mathematics, which empathizes the symbolism and demands on students a great amount of abstractions, leaving Mathematics out of the real life. As a result, the student who learned through this curriculum did not learn enough about Geometry and is not able to realize the relationship about this content and the reality. On the other hand, the teacher who doesnot know Geometry is not able to notice the beauty and the importance of this subject to the individual development. Geometry instigates the child to observe and notice similarities, differences; as well as to identify irregularities. The aim of this paper is to identify the knowledge level of the students fromSpecific Center of Teachers’ Formation and Improvement (CEFAM), who are future primary grades teachers of São Paulo State, about the concepts of point, straight line, plain, angles, polygons and circumferences; and to verify the contributions of computer for building these geometric concepts. Thus, we have leaded a research with 30 students of CEFAM from Presidente Prudente-SP. Based on the identification of learning difficulties we organizedand developed the intervention - formation schema, using the computer as a learning instrument and work projects that were supported by the Constructionist approach. The future teacher who does not understand Geometry will not be able to contribute for the development of the geometric notion of a child. This notion is the one that able the child to observe, understand, describe and represent, in organized way, the world where we live.Com o movimento da Matemática Moderna, a partir de 1950, o ensino da matemática passou a enfatizar o simbolismo e a exigir dos alunos grandes abstrações, distanciando a matemática da vida real. O que se percebe é que o aluno formado por este currículo aprendeu muito pouco de geometria e não consegue perceber a relação deste conteúdo com sua realidade. Por outrolado, o professor que não conhece geometria não consegue perceber a beleza e a importância que a mesma possui para a formação do cidadão. A geometria estimula a criança a observar, perceber semelhanças, diferenças e a identificar regularidades. O objetivo deste trabalho é identificar o nível de conhecimentodos alunos do Centro Específico de Formação e Aperfeiçoamento ao Magistério (CEFAM), futuros professores da 1ª a 4ª séries do Ensino Fundamental do Estado de São Paulo, quanto aos conceitos de ponto, reta, plano, ângulos, polígonos e circunferências e também verificar as contribuições do computador para a construção de conceitos geométricos. Para atingir essesobjetivos, foi desenvolvida uma pesquisa com 30 alunos do CEFAM dePresidente Prudente-SP, na qual, com base no diagnóstico das dificuldades de aprendizagem, organizaram e desenvolveram-se os momentos de formação, que utilizaram o computador como ferramenta de aprendizagem e projetos de trabalho tendo como aporte teórico a abordagem construcionista. O futuro professor que não dominar a geometria e não perceber sua relação coma natureza não conseguirá contribuir para o desenvolvimento do pensamento geométrico da criança. Esse pensamento é que permite a criança observar, compreender, descrever e representar, de forma organizada, o mundo em que vive.UFPR2006-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufpr.br/educar/article/view/7624Educar em Revista; v. 22, n. 28 (2006); p. 263-275Educar em Revista; v. 22, n. 28 (2006); p. 263-275Educar em Revista; v. 22, n. 28 (2006); p. 263-2751984-04110104-4060reponame:Educar em Revistainstname:Universidade Federal do Paraná (UFPR)instacron:UFPRporhttps://revistas.ufpr.br/educar/article/view/7624/5437https://revistas.ufpr.br/educar/article/view/7624/31461Morelatti, Maria Raquel MiottoSouza, Luís Henrique Gazeta deinfo:eu-repo/semantics/openAccess2017-06-29T00:10:09Zoai:revistas.ufpr.br:article/7624Revistahttps://revistas.ufpr.br/educarPUBhttps://revistas.ufpr.br/educar/oaieducar.ufpr2016@gmail.com||educar@ufpr.br0104-40601984-0411opendoar:2017-06-29T00:10:09Educar em Revista - Universidade Federal do Paraná (UFPR)false |
dc.title.none.fl_str_mv |
Aprendizagem de conceitos geométricos pelo futuro professor das séries iniciais do Ensino Fundamental e as novas tecnologias Geometric concepts learning by the future primary grades teacher in Primary Education and new technologies |
title |
Aprendizagem de conceitos geométricos pelo futuro professor das séries iniciais do Ensino Fundamental e as novas tecnologias |
spellingShingle |
Aprendizagem de conceitos geométricos pelo futuro professor das séries iniciais do Ensino Fundamental e as novas tecnologias Morelatti, Maria Raquel Miotto formação de professores; informática na educação; aprendizagem em geometria; teachers formation; computing in education; geometry learning |
title_short |
Aprendizagem de conceitos geométricos pelo futuro professor das séries iniciais do Ensino Fundamental e as novas tecnologias |
title_full |
Aprendizagem de conceitos geométricos pelo futuro professor das séries iniciais do Ensino Fundamental e as novas tecnologias |
title_fullStr |
Aprendizagem de conceitos geométricos pelo futuro professor das séries iniciais do Ensino Fundamental e as novas tecnologias |
title_full_unstemmed |
Aprendizagem de conceitos geométricos pelo futuro professor das séries iniciais do Ensino Fundamental e as novas tecnologias |
title_sort |
Aprendizagem de conceitos geométricos pelo futuro professor das séries iniciais do Ensino Fundamental e as novas tecnologias |
author |
Morelatti, Maria Raquel Miotto |
author_facet |
Morelatti, Maria Raquel Miotto Souza, Luís Henrique Gazeta de |
author_role |
author |
author2 |
Souza, Luís Henrique Gazeta de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Morelatti, Maria Raquel Miotto Souza, Luís Henrique Gazeta de |
dc.subject.por.fl_str_mv |
formação de professores; informática na educação; aprendizagem em geometria; teachers formation; computing in education; geometry learning |
topic |
formação de professores; informática na educação; aprendizagem em geometria; teachers formation; computing in education; geometry learning |
description |
The Modern Mathematics revolution, in 1950, introduced a new way of teaching Mathematics, which empathizes the symbolism and demands on students a great amount of abstractions, leaving Mathematics out of the real life. As a result, the student who learned through this curriculum did not learn enough about Geometry and is not able to realize the relationship about this content and the reality. On the other hand, the teacher who doesnot know Geometry is not able to notice the beauty and the importance of this subject to the individual development. Geometry instigates the child to observe and notice similarities, differences; as well as to identify irregularities. The aim of this paper is to identify the knowledge level of the students fromSpecific Center of Teachers’ Formation and Improvement (CEFAM), who are future primary grades teachers of São Paulo State, about the concepts of point, straight line, plain, angles, polygons and circumferences; and to verify the contributions of computer for building these geometric concepts. Thus, we have leaded a research with 30 students of CEFAM from Presidente Prudente-SP. Based on the identification of learning difficulties we organizedand developed the intervention - formation schema, using the computer as a learning instrument and work projects that were supported by the Constructionist approach. The future teacher who does not understand Geometry will not be able to contribute for the development of the geometric notion of a child. This notion is the one that able the child to observe, understand, describe and represent, in organized way, the world where we live. |
publishDate |
2006 |
dc.date.none.fl_str_mv |
2006-12-31 |
dc.type.none.fl_str_mv |
|
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://revistas.ufpr.br/educar/article/view/7624 |
url |
https://revistas.ufpr.br/educar/article/view/7624 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.ufpr.br/educar/article/view/7624/5437 https://revistas.ufpr.br/educar/article/view/7624/31461 |
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 |
UFPR |
publisher.none.fl_str_mv |
UFPR |
dc.source.none.fl_str_mv |
Educar em Revista; v. 22, n. 28 (2006); p. 263-275 Educar em Revista; v. 22, n. 28 (2006); p. 263-275 Educar em Revista; v. 22, n. 28 (2006); p. 263-275 1984-0411 0104-4060 reponame:Educar em Revista instname:Universidade Federal do Paraná (UFPR) instacron:UFPR |
instname_str |
Universidade Federal do Paraná (UFPR) |
instacron_str |
UFPR |
institution |
UFPR |
reponame_str |
Educar em Revista |
collection |
Educar em Revista |
repository.name.fl_str_mv |
Educar em Revista - Universidade Federal do Paraná (UFPR) |
repository.mail.fl_str_mv |
educar.ufpr2016@gmail.com||educar@ufpr.br |
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