Teaching geometry and the Gestalt Theory: a research with mathematics teachers of basic education
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Data de Publicação: | 2022 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/33421 |
Resumo: | The main objective of this research is to investigate the conception of mathematics teachers about the Teaching of Geometry and their experience with the Gestalt Theory in initial and continuing education. As a methodological instrument, we used a questionnaire that was prepared in Google Forms with ten (10) questions, nine (08) being objective and two (02) dissertations on the Teaching of Geometry and Gestalt Theory. Twenty-one mathematics teachers who teach in public and private schools in the state of Paraíba participated. We performed a descriptive analysis of the collected data. The results indicated that the teachers interviewed perceive the importance of Teaching Geometry and recognize the difficulties of teaching this area in the field of mathematics. The interviewees also emphasize that the Gestalt Theory is an alternative to mediate the Teaching of Geometry, but reported that most mathematics teachers do not have knowledge about this theory, during initial and continuing education. We conclude that the Gestalt theory has elements that can enhance the teaching-learning process of geometry, in addition to bringing the student closer to their reality. |
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Teaching geometry and the Gestalt Theory: a research with mathematics teachers of basic educationEnseñanza de geometría y Teoría Gestalt: una investigación con profesores de matemáticas de educación básica Ensino de geometria e a Teoria da Gestalt: uma investigação com professores de matemática da educação básicaMatemáticasEnseñanza de la geometríaTeoría de la Gestalt.MathematicsTeaching of geometryGestalt Theory.MatemáticaEnsino de geometriaTeoria da Gestalt.The main objective of this research is to investigate the conception of mathematics teachers about the Teaching of Geometry and their experience with the Gestalt Theory in initial and continuing education. As a methodological instrument, we used a questionnaire that was prepared in Google Forms with ten (10) questions, nine (08) being objective and two (02) dissertations on the Teaching of Geometry and Gestalt Theory. Twenty-one mathematics teachers who teach in public and private schools in the state of Paraíba participated. We performed a descriptive analysis of the collected data. The results indicated that the teachers interviewed perceive the importance of Teaching Geometry and recognize the difficulties of teaching this area in the field of mathematics. The interviewees also emphasize that the Gestalt Theory is an alternative to mediate the Teaching of Geometry, but reported that most mathematics teachers do not have knowledge about this theory, during initial and continuing education. We conclude that the Gestalt theory has elements that can enhance the teaching-learning process of geometry, in addition to bringing the student closer to their reality.El objetivo principal de esta investigación es investigar la concepción de los profesores de matemáticas sobre la Enseñanza de la Geometría y su experiencia con la Teoría de la Gestalt en la formación inicial y continua. Como instrumento metodológico se utilizó un cuestionario que fue elaborado en Google Forms con diez (10) preguntas, siendo nueve (08) objetivas y dos (02) disertaciones sobre la Enseñanza de la Geometría y Teoría de la Gestalt. Participaron 21 profesores de matemáticas que enseñan en escuelas públicas y privadas del estado de Paraíba. Realizamos un análisis descriptivo de los datos recogidos. Los resultados indicaron que los docentes entrevistados perciben la importancia de la Enseñanza de la Geometría y reconocen las dificultades de la enseñanza de esta área del campo de la matemática. Los entrevistados también destacan que la Teoría de la Gestalt es una alternativa para mediar en la Enseñanza de la Geometría, pero relatan que la mayoría de los profesores de matemáticas no tienen conocimientos sobre esta teoría, durante la formación inicial y continua. Concluimos que la teoría de la Gestalt posee elementos que pueden potenciar el proceso de enseñanza-aprendizaje de la geometría, además de acercar al estudiante a su realidad.A presente pesquisa tem como objetivo principal investigar a concepção dos docentes de matemática sobre o Ensino de Geometria e a sua vivência com a Teoria da Gestalt na formação inicial e continuada. Como instrumento metodológico, utilizamos um questionário que foi elaborado no Google Forms com dez (10) questões, sendo nove (08) objetivas e duas (02) dissertativas sobre o Ensino de Geometria e a Teoria da Gestalt. Participaram vinte e um professores de matemática que lecionam, em escolas públicas e privadas, no estado da Paraíba. Realizamos uma análise descritiva dos dados coletados. Os resultados indicaram que os docentes entrevistados percebem a importância do Ensino de Geometria e reconhecem as dificuldades de lecionar a referida área do campo da matemática. Os entrevistados enfatizam também que a Teoria da Gestalt é uma alternativa para mediar o Ensino de Geometria, mas informaram que a maioria dos professores de matemática não possuem conhecimentos sobre a referida teoria, durante a formação inicial e continuada. Concluímos que a teoria da Gestalt possui elementos que podem potencializar o processo de ensino-aprendizagem da geometria, além de aproximar o aluno da sua realidade.Research, Society and Development2022-08-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3342110.33448/rsd-v11i11.33421Research, Society and Development; Vol. 11 No. 11; e188111133421Research, Society and Development; Vol. 11 Núm. 11; e188111133421Research, Society and Development; v. 11 n. 11; e1881111334212525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/33421/28330Copyright (c) 2022 Maria Rafaela Andrade da Nóbrega; Antônio Carlos Belarmino Segundo; Rodolfo Moreira Cabral; Eduardo Gomes Onofre; Vanessa da Cruz Alexandrinohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessNóbrega, Maria Rafaela Andrade da Segundo, Antônio Carlos Belarmino Cabral, Rodolfo Moreira Onofre, Eduardo GomesAlexandrino, Vanessa da Cruz 2022-09-05T13:24:46Zoai:ojs.pkp.sfu.ca:article/33421Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:49:04.539921Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Teaching geometry and the Gestalt Theory: a research with mathematics teachers of basic education Enseñanza de geometría y Teoría Gestalt: una investigación con profesores de matemáticas de educación básica Ensino de geometria e a Teoria da Gestalt: uma investigação com professores de matemática da educação básica |
title |
Teaching geometry and the Gestalt Theory: a research with mathematics teachers of basic education |
spellingShingle |
Teaching geometry and the Gestalt Theory: a research with mathematics teachers of basic education Nóbrega, Maria Rafaela Andrade da Matemáticas Enseñanza de la geometría Teoría de la Gestalt. Mathematics Teaching of geometry Gestalt Theory. Matemática Ensino de geometria Teoria da Gestalt. |
title_short |
Teaching geometry and the Gestalt Theory: a research with mathematics teachers of basic education |
title_full |
Teaching geometry and the Gestalt Theory: a research with mathematics teachers of basic education |
title_fullStr |
Teaching geometry and the Gestalt Theory: a research with mathematics teachers of basic education |
title_full_unstemmed |
Teaching geometry and the Gestalt Theory: a research with mathematics teachers of basic education |
title_sort |
Teaching geometry and the Gestalt Theory: a research with mathematics teachers of basic education |
author |
Nóbrega, Maria Rafaela Andrade da |
author_facet |
Nóbrega, Maria Rafaela Andrade da Segundo, Antônio Carlos Belarmino Cabral, Rodolfo Moreira Onofre, Eduardo Gomes Alexandrino, Vanessa da Cruz |
author_role |
author |
author2 |
Segundo, Antônio Carlos Belarmino Cabral, Rodolfo Moreira Onofre, Eduardo Gomes Alexandrino, Vanessa da Cruz |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Nóbrega, Maria Rafaela Andrade da Segundo, Antônio Carlos Belarmino Cabral, Rodolfo Moreira Onofre, Eduardo Gomes Alexandrino, Vanessa da Cruz |
dc.subject.por.fl_str_mv |
Matemáticas Enseñanza de la geometría Teoría de la Gestalt. Mathematics Teaching of geometry Gestalt Theory. Matemática Ensino de geometria Teoria da Gestalt. |
topic |
Matemáticas Enseñanza de la geometría Teoría de la Gestalt. Mathematics Teaching of geometry Gestalt Theory. Matemática Ensino de geometria Teoria da Gestalt. |
description |
The main objective of this research is to investigate the conception of mathematics teachers about the Teaching of Geometry and their experience with the Gestalt Theory in initial and continuing education. As a methodological instrument, we used a questionnaire that was prepared in Google Forms with ten (10) questions, nine (08) being objective and two (02) dissertations on the Teaching of Geometry and Gestalt Theory. Twenty-one mathematics teachers who teach in public and private schools in the state of Paraíba participated. We performed a descriptive analysis of the collected data. The results indicated that the teachers interviewed perceive the importance of Teaching Geometry and recognize the difficulties of teaching this area in the field of mathematics. The interviewees also emphasize that the Gestalt Theory is an alternative to mediate the Teaching of Geometry, but reported that most mathematics teachers do not have knowledge about this theory, during initial and continuing education. We conclude that the Gestalt theory has elements that can enhance the teaching-learning process of geometry, in addition to bringing the student closer to their reality. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-08-19 |
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://rsdjournal.org/index.php/rsd/article/view/33421 10.33448/rsd-v11i11.33421 |
url |
https://rsdjournal.org/index.php/rsd/article/view/33421 |
identifier_str_mv |
10.33448/rsd-v11i11.33421 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/33421/28330 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 11; e188111133421 Research, Society and Development; Vol. 11 Núm. 11; e188111133421 Research, Society and Development; v. 11 n. 11; e188111133421 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052720775954432 |