Transtorno opositor desafiador: uso do software poly para aprendizagem de conceitos geométricos

• Autor(a) principal: Alvarenga, Hélida
• Data de Publicação: 2021
• Outros Autores: Alvarenga, Hélida Pereira Rodrigues de
• 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
• topic: Vygotsky; Geometry; Euler's relation; Geometria; Relação de Euler; Software Poly 1.12; Software educacional; Análise de interação; Avaliação de comportamento

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.