Congruência de triângulos no geogebra: uma proposta didática para o ensino fundamental

• Autor(a) principal: Silva, Lucas Rafael Pereira
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/26873; http://dx.doi.org/10.14393/ufu.di.2018.575
• topic: Congruência de triângulos; Formação conceitual; Aprendizagem significativa; Habilidades geométricas; Software GeoGebra; Congruence of triangles; Conceptual formation; Meaningful learning; Geometric skills; Software GeoGebra; Geometria (Ensino fundamental) - Estudo e ensino; Ciência - Estudo e ensino; Ensino auxiliado por computador; Geometria - Formação de professores.; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM::ENSINO E APRENDIZAGEM NA SALA DE AULA

This work, carried out as part of the Master's Course in Science and Mathematics Teaching, of the Graduate Program in Teaching Science and Mathematics, Federal University of Uberlândia, aimed to analyze the contributions of a teaching proposal in the form of a didactic sequence directed to eighth grade students of the elementary school to learn the concept of congruence, especially the cases of congruence of triangles. Specifically, it was intended (a) to describe the activities and their application in the classroom; (b) to analyze the significant potentiality of the didactic sequence based on David Ausubel's theory of meaningful learning; (c) to demonstrate the levels of geometric thinking proposed by Van Hiele and the geometric abilities listed by Alan Hoffer; and (d) to identify contributions to the use of GeoGebra software for the development of geometric skills and to advance conceptual training levels. The didactic sequence consisted of six activities and applied to thirty students of a public school during the course of twenty regular classes, characterizing the so-called teacher research. The material analyzed had characteristics to be considered as potentially significant. Levels 1, 2 and 3 of geometric thinking required in the activities as well as the visualization, drawing, verbal, drawing, logic and application skills were identified. It was considered a possible advance in the level of conceptual formation of students when they established the conditions related to cases of congruence, especially using GeoGebra software, considered as motivating element. The author praises the importance of research in his continuing education and hopes that the educational product generated will reach other teachers and contribute both to the teaching and learning process of geometry in the classroom and to other research in the field of Mathematics Education.