Ensino de tópicos de Geometria Analítica com auxílio de planilhas eletrônicas
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | http://tede.unioeste.br/handle/tede/5709 |
Resumo: | The National Curriculum Common Base (BNCC) ensures that is the student’s right to understand the digital information and communication technologies to use them in their social practices. Aiming to contemplate such rights and recognizing the importance to work with active methodologies to stimulate the interest and autonomy from the student, we elaborate and develop a methodological proposal. This proposal aimed the teach topics of Analytical Geometry with the support of Excel for students of the third grade of high school at “Col´egio Interativa” from the private school system of Foz do Igua¸cu city. For this, through bibliographical research, we elaborate a theoretical reference to meet the Brazilian government actions of incentive to use of technologies in education and to identify favorable or contrary conditions of such use in the teacher’s view. These claim that the use of technologies can encourage student’s reasoning and creativity, but also to reveal the precariousness of infrastructure or the lack of professional profissional. We also cite the first signs of the creation/discovery of Analytical Geometry and the guidelines of official documents, such as the BNCC and the Curriculum Guidelines for Basic Mathematics Education in Paraná (DCE), on the teaching of this geometry in Basic Education. These documents emphasize the importance of working with concepts such as distance between points, straight and circle equations and representations in the Cartesian system, which will allow the student to relate Mathematics with other areas of knowledge and recognize its applicability. To help understand the activities applied in the methodological proposal, we developed some topics of Analytical Geometry through definitions, propositions and theorems. The application of the proposal aimed to analyze the benefits of inserting technologies (electronic spreadsheet) in the development of contents of Analytical Geometry in High School, in addition to contributing to the social development of students and encouraging their participation in the process of knowledge construction. To assess these benefits, a comparison was made between diagnostic evaluation and evaluation after application of the proposed methodology. In addition, a questionnaire was applied to analyze if, in the student’s view, the methodology used helped in learning. The results obtained with the assessments were not satisfactory, which led us to consider possible difficulties in interpreting questions and in working with basic mathematics, given what the students said through the questionnaire. In this one, the students said that they increased their knowledge about Excel and that they understood the concepts worked. We realize that technologies can make classes more meaningful, however, against of obstacles such as lack of infrastructure and training, there is a need to think about public policies that provide what is necessary to ensure, in all its forms, quality education. |
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Villwock, Rosangelahttp://lattes.cnpq.br/2576133417405952Villwock, Rosangelahttp://lattes.cnpq.br/2576133417405952Vicente, Amarildo dehttp://lattes.cnpq.br/4990988054246839Novak, Rosilei de Souzahttp://lattes.cnpq.br/7231324290055142http://lattes.cnpq.br/2595851943081048Antunez, Kelly Kananda Teixeira2021-12-07T19:44:42Z2021-09-28ANTUNEZ, Kelly Kananda Teixeira. Ensino de tópicos de Geometria Analítica com auxílio de planilhas eletrônicas. 2021. 110 f. Dissertação (Mestrado em Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel - PR.http://tede.unioeste.br/handle/tede/5709The National Curriculum Common Base (BNCC) ensures that is the student’s right to understand the digital information and communication technologies to use them in their social practices. Aiming to contemplate such rights and recognizing the importance to work with active methodologies to stimulate the interest and autonomy from the student, we elaborate and develop a methodological proposal. This proposal aimed the teach topics of Analytical Geometry with the support of Excel for students of the third grade of high school at “Col´egio Interativa” from the private school system of Foz do Igua¸cu city. For this, through bibliographical research, we elaborate a theoretical reference to meet the Brazilian government actions of incentive to use of technologies in education and to identify favorable or contrary conditions of such use in the teacher’s view. These claim that the use of technologies can encourage student’s reasoning and creativity, but also to reveal the precariousness of infrastructure or the lack of professional profissional. We also cite the first signs of the creation/discovery of Analytical Geometry and the guidelines of official documents, such as the BNCC and the Curriculum Guidelines for Basic Mathematics Education in Paraná (DCE), on the teaching of this geometry in Basic Education. These documents emphasize the importance of working with concepts such as distance between points, straight and circle equations and representations in the Cartesian system, which will allow the student to relate Mathematics with other areas of knowledge and recognize its applicability. To help understand the activities applied in the methodological proposal, we developed some topics of Analytical Geometry through definitions, propositions and theorems. The application of the proposal aimed to analyze the benefits of inserting technologies (electronic spreadsheet) in the development of contents of Analytical Geometry in High School, in addition to contributing to the social development of students and encouraging their participation in the process of knowledge construction. To assess these benefits, a comparison was made between diagnostic evaluation and evaluation after application of the proposed methodology. In addition, a questionnaire was applied to analyze if, in the student’s view, the methodology used helped in learning. The results obtained with the assessments were not satisfactory, which led us to consider possible difficulties in interpreting questions and in working with basic mathematics, given what the students said through the questionnaire. In this one, the students said that they increased their knowledge about Excel and that they understood the concepts worked. We realize that technologies can make classes more meaningful, however, against of obstacles such as lack of infrastructure and training, there is a need to think about public policies that provide what is necessary to ensure, in all its forms, quality education.A Base Nacional Comum Curricular (BNCC) assegura que é direito do estudante compreender as tecnologias digitais de informação e comunicação para utiliza-las em suas práticas sociais. Visando contemplar tais direitos e reconhecendo a importância de trabalhar com metodologias ativas para estimular o interesse e a autonomia do estudante, foi elaborada e aplicada uma proposta metodológica. Tal proposta objetivou o ensino de tópicos de Geometria Analitica com o auxílio do Excel para alunos da 3ª série do Ensino Médio do Colégio Interativa da rede privada de ensino da cidade de Foz do Iguaçu. Para isso, através de pesquisas bibliográficas, foi elaborado um referencial teórico para conhecer as ações governamentais brasileiras de incentivo ao uso de tecnologias na educação e para identificar condições favoráveis ou contrárias de tal uso na visão de professores. Esses afirmam que o uso de tecnologias pode incentivar o raciocínio e a criatividade dos estudantes, mas também revelar a precariedade de infraestrutura ou a falta de formação profissional. Também, citam-se os primeiros indicios de criação/descoberta da Geometria Analítica e as orientações de documentos oficiais, como a BNCC e as Diretrizes Curriculares da Educação Básica de Matemática do Paraná (DCE), sobre o ensino dessa geometria na Educação Básica. Estes documentos enfatizam a importância de se trabalhar com conceitos como distância entre pontos, equações de reta e circunferência e representações no sistema cartesiano, o que permitirá ao estudante relacionar a Matemática com outras áreas do conhecimento e reconhecer suas aplicabilidades. Para auxiliar na compreensão das atividades da proposta metodológica, alguns tópicos de Geometria Analítica foram apresentados por meio de definições, proposições e teoremas. A aplicação da proposta objetivou analisar os benefícios da inserção de tecnologias (planilha eletrônica) no desenvolvimento de conteúdos de Geometria Analítica no Ensino Médio, além de contribuir para o desenvolvimento social dos educandos e incentivar a sua participação no processo de construção do conhecimento. Para avaliar tais benefícios, foi feito um comparativo entre avaliação diagnóstica e avaliação pós aplicação da metodologia proposta. Além disso, foi aplicado um questionário para analisar se, na visão dos alunos, a metodologia utilizada auxiliou no aprendizado. Os resultados obtidos com as avaliações não foram satisfatórios, o que nos levou a considerar possíveis dificuldades em interpretar questões e em trabalhar com matemática básica, dado o que os alunos afirmaram através do questionário. Neste, os estudantes disseram que aumentaram seus conhecimentos acerca do Excel e que entenderam os conceitos trabalhados. Assim, as tecnologias podem tornar as aulas mais significativas, porém, diante de empecilhos como falta de infraestrutura e de capacitação, há de se pensar em políticas públicas que forneçam o necessário para garantir, sob todas as suas formas, um ensino de qualidade.Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2021-12-07T19:44:41Z No. of bitstreams: 2 Kelly_Antunez2021.pdf: 2724621 bytes, checksum: 46ceea47f386ffaf2d4d64494900313a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2021-12-07T19:44:42Z (GMT). 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dc.title.por.fl_str_mv |
Ensino de tópicos de Geometria Analítica com auxílio de planilhas eletrônicas |
dc.title.alternative.eng.fl_str_mv |
Teaching of analytical geometry topics with the support of electronic spreadsheets |
title |
Ensino de tópicos de Geometria Analítica com auxílio de planilhas eletrônicas |
spellingShingle |
Ensino de tópicos de Geometria Analítica com auxílio de planilhas eletrônicas Antunez, Kelly Kananda Teixeira Metodologias ativas TIC Excel Active methodologies ICT Excel Ensino de Matemática |
title_short |
Ensino de tópicos de Geometria Analítica com auxílio de planilhas eletrônicas |
title_full |
Ensino de tópicos de Geometria Analítica com auxílio de planilhas eletrônicas |
title_fullStr |
Ensino de tópicos de Geometria Analítica com auxílio de planilhas eletrônicas |
title_full_unstemmed |
Ensino de tópicos de Geometria Analítica com auxílio de planilhas eletrônicas |
title_sort |
Ensino de tópicos de Geometria Analítica com auxílio de planilhas eletrônicas |
author |
Antunez, Kelly Kananda Teixeira |
author_facet |
Antunez, Kelly Kananda Teixeira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Villwock, Rosangela |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2576133417405952 |
dc.contributor.referee1.fl_str_mv |
Villwock, Rosangela |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/2576133417405952 |
dc.contributor.referee2.fl_str_mv |
Vicente, Amarildo de |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/4990988054246839 |
dc.contributor.referee3.fl_str_mv |
Novak, Rosilei de Souza |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/7231324290055142 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2595851943081048 |
dc.contributor.author.fl_str_mv |
Antunez, Kelly Kananda Teixeira |
contributor_str_mv |
Villwock, Rosangela Villwock, Rosangela Vicente, Amarildo de Novak, Rosilei de Souza |
dc.subject.por.fl_str_mv |
Metodologias ativas TIC Excel |
topic |
Metodologias ativas TIC Excel Active methodologies ICT Excel Ensino de Matemática |
dc.subject.eng.fl_str_mv |
Active methodologies ICT Excel |
dc.subject.cnpq.fl_str_mv |
Ensino de Matemática |
description |
The National Curriculum Common Base (BNCC) ensures that is the student’s right to understand the digital information and communication technologies to use them in their social practices. Aiming to contemplate such rights and recognizing the importance to work with active methodologies to stimulate the interest and autonomy from the student, we elaborate and develop a methodological proposal. This proposal aimed the teach topics of Analytical Geometry with the support of Excel for students of the third grade of high school at “Col´egio Interativa” from the private school system of Foz do Igua¸cu city. For this, through bibliographical research, we elaborate a theoretical reference to meet the Brazilian government actions of incentive to use of technologies in education and to identify favorable or contrary conditions of such use in the teacher’s view. These claim that the use of technologies can encourage student’s reasoning and creativity, but also to reveal the precariousness of infrastructure or the lack of professional profissional. We also cite the first signs of the creation/discovery of Analytical Geometry and the guidelines of official documents, such as the BNCC and the Curriculum Guidelines for Basic Mathematics Education in Paraná (DCE), on the teaching of this geometry in Basic Education. These documents emphasize the importance of working with concepts such as distance between points, straight and circle equations and representations in the Cartesian system, which will allow the student to relate Mathematics with other areas of knowledge and recognize its applicability. To help understand the activities applied in the methodological proposal, we developed some topics of Analytical Geometry through definitions, propositions and theorems. The application of the proposal aimed to analyze the benefits of inserting technologies (electronic spreadsheet) in the development of contents of Analytical Geometry in High School, in addition to contributing to the social development of students and encouraging their participation in the process of knowledge construction. To assess these benefits, a comparison was made between diagnostic evaluation and evaluation after application of the proposed methodology. In addition, a questionnaire was applied to analyze if, in the student’s view, the methodology used helped in learning. The results obtained with the assessments were not satisfactory, which led us to consider possible difficulties in interpreting questions and in working with basic mathematics, given what the students said through the questionnaire. In this one, the students said that they increased their knowledge about Excel and that they understood the concepts worked. We realize that technologies can make classes more meaningful, however, against of obstacles such as lack of infrastructure and training, there is a need to think about public policies that provide what is necessary to ensure, in all its forms, quality education. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-12-07T19:44:42Z |
dc.date.issued.fl_str_mv |
2021-09-28 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
ANTUNEZ, Kelly Kananda Teixeira. Ensino de tópicos de Geometria Analítica com auxílio de planilhas eletrônicas. 2021. 110 f. Dissertação (Mestrado em Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel - PR. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/5709 |
identifier_str_mv |
ANTUNEZ, Kelly Kananda Teixeira. Ensino de tópicos de Geometria Analítica com auxílio de planilhas eletrônicas. 2021. 110 f. Dissertação (Mestrado em Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel - PR. |
url |
http://tede.unioeste.br/handle/tede/5709 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.department.fl_str_mv |
2214374442868382015 |
dc.relation.confidence.fl_str_mv |
600 |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
dc.publisher.program.fl_str_mv |
programa de pós-graduação Mestrado Profissional em Matemática |
dc.publisher.initials.fl_str_mv |
UNIOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Ciências Exatas e Tecnológicas |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
dc.source.none.fl_str_mv |
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biblioteca.repositorio@unioeste.br |
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