Contributions of GeoGebra in the dialectics of a didactic situation for the study of Central Tendency Measures

Detalhes bibliográficos
Autor(a) principal: Araújo, José
Data de Publicação: 2019
Outros Autores: Abar, Celina
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação Matemática Debate
Texto Completo: https://www.periodicos.unimontes.br/index.php/emd/article/view/92
Resumo: In this article we reflect on the contributions of GeoGebra in the dialectics of a didactic situation involving Central Tendency Measures. From the results of a master's research that aimed to investigate the potentialities of GeoGebra for the study of Central Tendency Measures, which were presented at the XIII Encontro Nacional de Educação Matemática. From the theoretical point of view the study resorted to dialectics of action, formulation and validation and institutionalization, present in the Theory of Didactic Situations. In a qualitative approach, Didactic Engineering assumptions were adopted to develop apply and analyze the sequence of activities. Applied to students graduating from the 9th grade of elementary school, the results of the study showed that in the proposed activities, in the different dialectics, the multiple representations of the data in GeoGebra constituted a didactic advantage which contributed to the understanding and analysis of the data, contributing to the study of Central Tendency Measures. Keywords: GeoGebra. Central Tendency Measures. Theory of Didactic Situations. Didactic Engineering. Multiple Representations.
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spelling Contributions of GeoGebra in the dialectics of a didactic situation for the study of Central Tendency MeasuresContribuições do GeoGebra nas dialéticas de uma situação didática para o estudo das Medidas de Tendência CentralIn this article we reflect on the contributions of GeoGebra in the dialectics of a didactic situation involving Central Tendency Measures. From the results of a master's research that aimed to investigate the potentialities of GeoGebra for the study of Central Tendency Measures, which were presented at the XIII Encontro Nacional de Educação Matemática. From the theoretical point of view the study resorted to dialectics of action, formulation and validation and institutionalization, present in the Theory of Didactic Situations. In a qualitative approach, Didactic Engineering assumptions were adopted to develop apply and analyze the sequence of activities. Applied to students graduating from the 9th grade of elementary school, the results of the study showed that in the proposed activities, in the different dialectics, the multiple representations of the data in GeoGebra constituted a didactic advantage which contributed to the understanding and analysis of the data, contributing to the study of Central Tendency Measures. Keywords: GeoGebra. Central Tendency Measures. Theory of Didactic Situations. Didactic Engineering. Multiple Representations.Neste artigo, tecemos reflexões acerca das contribuições do GeoGebra nas dialéticas de uma situação didática envolvendo as Medidas de Tendência Central. Oriundo dos resultados de uma pesquisa de mestrado que teve como objetivo investigar as potencialidades do GeoGebra para o estudo das Medidas de Tendência Central, que foram apresentados no XIII Encontro Nacional de Educação Matemática, sob o ponto de vista teórico. o estudo recorreu às dialéticas de ação, formulação e validação e institucionalização, presentes na Teoria das Situações Didáticas. Numa abordagem qualitativa, adotou-se pressupostos da Engenharia Didática para desenvolver, aplicar e analisar a sequência de atividades. Aplicado a alunos egressos do 9º ano do Ensino Fundamental, os resultados do estudo apontaram que na proposta das atividades, nas diferentes dialéticas, as múltiplas representações dos dados no GeoGebra constituíram uma vantagem didática que contribuiu para a compreensão e análise dos dados, contribuindo para o estudo das Medidas de Tendência Central. Palavras-chave: GeoGebra. Medidas de Tendência Central. Teoria das Situações Didáticas. Engenharia Didática. Múltiplas Representações.Editora Unimontes2019-09-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.unimontes.br/index.php/emd/article/view/9210.24116/emd.v3n9a05Educação Matemática Debate; v. 3 n. 9 (2019): set./dez.; 282-3022526-6136reponame:Educação Matemática Debateinstname:Universidade Estadual de Montes Claros (UNIMONTES)instacron:UNIMONTESporhttps://www.periodicos.unimontes.br/index.php/emd/article/view/92/4436https://www.periodicos.unimontes.br/index.php/emd/article/view/92/97https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessAraújo, José Abar, Celina2021-07-22T14:13:20Zoai:ojs2.periodicos.unimontes.br:article/92Revistahttps://www.periodicos.unimontes.br/index.php/emdPUBhttps://www.periodicos.unimontes.br/index.php/emdrevista.emd@unimontes.br||2526-61362526-6136opendoar:2021-07-22T14:13:20Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)false
dc.title.none.fl_str_mv Contributions of GeoGebra in the dialectics of a didactic situation for the study of Central Tendency Measures
Contribuições do GeoGebra nas dialéticas de uma situação didática para o estudo das Medidas de Tendência Central
title Contributions of GeoGebra in the dialectics of a didactic situation for the study of Central Tendency Measures
spellingShingle Contributions of GeoGebra in the dialectics of a didactic situation for the study of Central Tendency Measures
Araújo, José
title_short Contributions of GeoGebra in the dialectics of a didactic situation for the study of Central Tendency Measures
title_full Contributions of GeoGebra in the dialectics of a didactic situation for the study of Central Tendency Measures
title_fullStr Contributions of GeoGebra in the dialectics of a didactic situation for the study of Central Tendency Measures
title_full_unstemmed Contributions of GeoGebra in the dialectics of a didactic situation for the study of Central Tendency Measures
title_sort Contributions of GeoGebra in the dialectics of a didactic situation for the study of Central Tendency Measures
author Araújo, José
author_facet Araújo, José
Abar, Celina
author_role author
author2 Abar, Celina
author2_role author
dc.contributor.author.fl_str_mv Araújo, José
Abar, Celina
description In this article we reflect on the contributions of GeoGebra in the dialectics of a didactic situation involving Central Tendency Measures. From the results of a master's research that aimed to investigate the potentialities of GeoGebra for the study of Central Tendency Measures, which were presented at the XIII Encontro Nacional de Educação Matemática. From the theoretical point of view the study resorted to dialectics of action, formulation and validation and institutionalization, present in the Theory of Didactic Situations. In a qualitative approach, Didactic Engineering assumptions were adopted to develop apply and analyze the sequence of activities. Applied to students graduating from the 9th grade of elementary school, the results of the study showed that in the proposed activities, in the different dialectics, the multiple representations of the data in GeoGebra constituted a didactic advantage which contributed to the understanding and analysis of the data, contributing to the study of Central Tendency Measures. Keywords: GeoGebra. Central Tendency Measures. Theory of Didactic Situations. Didactic Engineering. Multiple Representations.
publishDate 2019
dc.date.none.fl_str_mv 2019-09-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://www.periodicos.unimontes.br/index.php/emd/article/view/92
10.24116/emd.v3n9a05
url https://www.periodicos.unimontes.br/index.php/emd/article/view/92
identifier_str_mv 10.24116/emd.v3n9a05
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicos.unimontes.br/index.php/emd/article/view/92/4436
https://www.periodicos.unimontes.br/index.php/emd/article/view/92/97
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info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
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dc.publisher.none.fl_str_mv Editora Unimontes
publisher.none.fl_str_mv Editora Unimontes
dc.source.none.fl_str_mv Educação Matemática Debate; v. 3 n. 9 (2019): set./dez.; 282-302
2526-6136
reponame:Educação Matemática Debate
instname:Universidade Estadual de Montes Claros (UNIMONTES)
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institution UNIMONTES
reponame_str Educação Matemática Debate
collection Educação Matemática Debate
repository.name.fl_str_mv Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)
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