Transtorno opositor desafiador: uso do software poly para aprendizagem de conceitos geométricos
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Trabalho de conclusão de curso |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://hdl.handle.net/11449/215336 |
Resumo: | This research is of a qualitative nature, having as approach a Case Study, since it was verified how the use of Poly 1.12 Software, as a resource to approach geometry contents, helped in the learning of a student with Oppositional Defiant Disorder, related to the concepts worked, as well as influenced their behavior related to attention and interest during the class. This disorder, little known and very difficult to deal with, is characterized as a disruptive disorder, in which externalizing behaviors occur that cause social, affective, academic and professional damage. Among these behaviors, in the school environment, specialists highlight: anticipation (speaking before thinking), difficulty managing behavior and emotions, difficulty following rules, dealing with refusals and frustrations, starting a task and not finishing it, organizing time. To address the aforementioned content with this student, a didactic sequence was developed and applied, in which the student's understanding of the concept of polyhedra was sought with the help of the Poly 1.12 software, prioritizing the visualization and characterization of its elements, without the need to memorize formulas, building an investigative space in which this student was active in her learning process. The application of this didactic sequence took place in five meetings, in which the interaction between the teacher and the student was prioritized, so that the first one acted as a more experienced partner, as defended by Vigotski. The instrument of analysis of this research consisted of transcripts of audio recordings of these meetings. The results of the analysis showed that the use of Poly 1.12 Software significantly contributed to the learning of geometric concepts by this student, as well as positively influenced her behavior regarding attention and interest during the meetings. |
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Transtorno opositor desafiador: uso do software poly para aprendizagem de conceitos geométricosOppositional challenging disorder: using poly software for concept learning geometricVygotskyGeometryEuler's relationGeometriaRelação de EulerSoftware Poly 1.12Software educacionalAnálise de interaçãoAvaliação de comportamentoThis research is of a qualitative nature, having as approach a Case Study, since it was verified how the use of Poly 1.12 Software, as a resource to approach geometry contents, helped in the learning of a student with Oppositional Defiant Disorder, related to the concepts worked, as well as influenced their behavior related to attention and interest during the class. This disorder, little known and very difficult to deal with, is characterized as a disruptive disorder, in which externalizing behaviors occur that cause social, affective, academic and professional damage. Among these behaviors, in the school environment, specialists highlight: anticipation (speaking before thinking), difficulty managing behavior and emotions, difficulty following rules, dealing with refusals and frustrations, starting a task and not finishing it, organizing time. To address the aforementioned content with this student, a didactic sequence was developed and applied, in which the student's understanding of the concept of polyhedra was sought with the help of the Poly 1.12 software, prioritizing the visualization and characterization of its elements, without the need to memorize formulas, building an investigative space in which this student was active in her learning process. The application of this didactic sequence took place in five meetings, in which the interaction between the teacher and the student was prioritized, so that the first one acted as a more experienced partner, as defended by Vigotski. The instrument of analysis of this research consisted of transcripts of audio recordings of these meetings. The results of the analysis showed that the use of Poly 1.12 Software significantly contributed to the learning of geometric concepts by this student, as well as positively influenced her behavior regarding attention and interest during the meetings.Esta pesquisa é de cunho qualitativo, tendo como abordagem um Estudo de Caso, no qual se verificou de que forma o trabalho com o Software Poly 1.12, na abordagem de conteúdos de geometria, auxiliou na aprendizagem de uma aluna com Transtorno Opositor Desafiador (TOD) relativa aos conceitos trabalhados, bem como influenciou no seu comportamento pertinente à atenção e ao interesse no decorrer da aula. Esse transtorno, pouco conhecido e muito difícil de lidar, é caracterizado como um transtorno disruptivo, no qual ocorrem comportamentos externalizantes que causam prejuízos sociais, afetivos, acadêmicos e profissionais. Entre esses comportamentos, no ambiente escolar, especialistas destacam: antecipação (falar antes de pensar), dificuldade em gerenciar o comportamento e emoções, dificuldade em seguir regras, lidar com recusas e frustrações, começar uma tarefa e não terminar (organização do tempo). Para abordar o conteúdo de poliedros com essa aluna, elaborou-se e aplicou-se uma sequência didática, na qual buscou-se a compreensão da aluna sobre o conceito de poliedros com o auxílio do software Poly, priorizando-se a visualização e a caracterização de seus elementos, sem a necessidade de memorização de fórmulas, construindo-se um espaço investigativo em que essa aluna foi ativa no seu processo de aprendizado. A aplicação dessa sequência didática se deu em cinco encontros, nos quais foi priorizada a interação entre a professora e a aluna, de modo que a primeira atuou como parceiro mais experiente, como defende Vigotsky. O instrumento de análise desta pesquisa foi constituído pelas transcrições das gravações em áudio desses encontros. Os resultados da análise mostraram que uso do Software Poly 1.12 contribuiu de forma significativa para a aprendizagem dos conceitos geométricos por parte dessa aluna, como também influenciou positivamente no seu comportamento relativo à atenção e ao interesse no decorrer dos encontrosNão recebi financiamentoUniversidade Estadual Paulista (Unesp)Assis, Alice [UNESP]Universidade Estadual Paulista (Unesp)Alvarenga, HélidaAlvarenga, Hélida Pereira Rodrigues de2021-12-03T20:36:54Z2021-12-03T20:36:54Z2021-08-26info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bachelorThesisapplication/pdfhttp://hdl.handle.net/11449/215336porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESP2023-12-04T06:11:32Zoai:repositorio.unesp.br:11449/215336Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T19:26:57.911866Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Transtorno opositor desafiador: uso do software poly para aprendizagem de conceitos geométricos Oppositional challenging disorder: using poly software for concept learning geometric |
title |
Transtorno opositor desafiador: uso do software poly para aprendizagem de conceitos geométricos |
spellingShingle |
Transtorno opositor desafiador: uso do software poly para aprendizagem de conceitos geométricos Alvarenga, Hélida Vygotsky Geometry Euler's relation Geometria Relação de Euler Software Poly 1.12 Software educacional Análise de interação Avaliação de comportamento |
title_short |
Transtorno opositor desafiador: uso do software poly para aprendizagem de conceitos geométricos |
title_full |
Transtorno opositor desafiador: uso do software poly para aprendizagem de conceitos geométricos |
title_fullStr |
Transtorno opositor desafiador: uso do software poly para aprendizagem de conceitos geométricos |
title_full_unstemmed |
Transtorno opositor desafiador: uso do software poly para aprendizagem de conceitos geométricos |
title_sort |
Transtorno opositor desafiador: uso do software poly para aprendizagem de conceitos geométricos |
author |
Alvarenga, Hélida |
author_facet |
Alvarenga, Hélida Alvarenga, Hélida Pereira Rodrigues de |
author_role |
author |
author2 |
Alvarenga, Hélida Pereira Rodrigues de |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Assis, Alice [UNESP] Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Alvarenga, Hélida Alvarenga, Hélida Pereira Rodrigues de |
dc.subject.por.fl_str_mv |
Vygotsky Geometry Euler's relation Geometria Relação de Euler Software Poly 1.12 Software educacional Análise de interação Avaliação de comportamento |
topic |
Vygotsky Geometry Euler's relation Geometria Relação de Euler Software Poly 1.12 Software educacional Análise de interação Avaliação de comportamento |
description |
This research is of a qualitative nature, having as approach a Case Study, since it was verified how the use of Poly 1.12 Software, as a resource to approach geometry contents, helped in the learning of a student with Oppositional Defiant Disorder, related to the concepts worked, as well as influenced their behavior related to attention and interest during the class. This disorder, little known and very difficult to deal with, is characterized as a disruptive disorder, in which externalizing behaviors occur that cause social, affective, academic and professional damage. Among these behaviors, in the school environment, specialists highlight: anticipation (speaking before thinking), difficulty managing behavior and emotions, difficulty following rules, dealing with refusals and frustrations, starting a task and not finishing it, organizing time. To address the aforementioned content with this student, a didactic sequence was developed and applied, in which the student's understanding of the concept of polyhedra was sought with the help of the Poly 1.12 software, prioritizing the visualization and characterization of its elements, without the need to memorize formulas, building an investigative space in which this student was active in her learning process. The application of this didactic sequence took place in five meetings, in which the interaction between the teacher and the student was prioritized, so that the first one acted as a more experienced partner, as defended by Vigotski. The instrument of analysis of this research consisted of transcripts of audio recordings of these meetings. The results of the analysis showed that the use of Poly 1.12 Software significantly contributed to the learning of geometric concepts by this student, as well as positively influenced her behavior regarding attention and interest during the meetings. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-12-03T20:36:54Z 2021-12-03T20:36:54Z 2021-08-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/bachelorThesis |
format |
bachelorThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/11449/215336 |
url |
http://hdl.handle.net/11449/215336 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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 |
Universidade Estadual Paulista (Unesp) |
publisher.none.fl_str_mv |
Universidade Estadual Paulista (Unesp) |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
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