DOI
https://doi.org/10.11606/D.45.2018.tde-26012021-201605
Documento
Autor
Nome completo
Cynthia Militão Domingos
E-mail
Área do Conhecimento
Data de Defesa
Imprenta
São Paulo, 2018
Jahn, Ana Paula (Presidente)
Costa, Nielce Meneguelo Lobo da
Monteiro, Martha Salerni
Título em português
Ensino e aprendizagem de Geometria Analítica no Ensino Médio: uma experiência com coordenadas e cálculo de distâncias no plano e no espaço
Palavras-chave em português
Distâncias
Geogebra
Geometria Analítica
Materiais concretos
Registros de representação semiótica.
Resumo em português
Título em inglês
Teaching and learning of Analytical Geometry in High School: an experience with coordinates and calculation of distances in the plane and in space
Palavras-chave em inglês
Analytical Geometry
Concrete materials
Coordinates
Distances
Geogebra
Registers of semiotic representation.
Resumo em inglês
This study addresses issues related to teaching and learning Analytical Geometry in High School. Its main objective was to present a activities for the teaching of the Cartesian coordinated topics and the calculation of distances both realized in the plane and the space, seeking understanding and not in the memorization of formulas. In order to do so, we adopted as theoretical foundation the registers of semiotic representation, a theory elaborated by Raymond Duval and the software Geogebra was used to assist the work with the graphic, algebraic and numerical registers, in particular in the conversion activities. Some research papers, as well as teaching practices, indicate that many students present difficulties in the interpretation of formulas, equations and inequalities, not assigning meanings to such algebraic expressions. An analysis in didactic books showed that, in general, the teaching of Analytical Geometry is presented through a more algebraic approach, with emphasis on the use of formulas and, in exercises, algebraic representation is the most used as a solution. We also note an absence of the approach of objects and concepts in space, but this approach can be seen as essential for the integral formation of the student in Basic Education. It was considered that the use of the 3D Geogebra Window, linked to the 2D Window of Geogebra, can support a work on coordinates and calculation of distances in space, allowing to enlarge the study of Analytical Geometry in High School in order to collaborate with the development of ability for spatial visualization by students. Aiming at a qualitative research, Design Experiment was used, which is a methodology focused on the analysis of the learning processes of specific mathematical domains. Activities were developed using Geogebra and concrete materials to introduce coordinates and distances in space. A set of tasks was applied to a group of six high school students from a public school in São Paulo. The data analysis showed the full viability of a work in space in this level of schooling, as well as the pertinence of the use of the chosen resources. With them, students were able to observe, experiment and, above all, articulate different representations of objects and geometric relations, appropriating the concepts in question.

AVISO - A consulta a este documento fica condicionada na aceitação das seguintes condições de uso:
Este trabalho é somente para uso privado de atividades de pesquisa e ensino. Não é autorizada sua reprodução para quaisquer fins lucrativos. Esta reserva de direitos abrange a todos os dados do documento bem como seu conteúdo. Na utilização ou citação de partes do documento é obrigatório mencionar nome da pessoa autora do trabalho.
Data de Publicação
2021-01-27

AVISO: Saiba o que são os trabalhos decorrentes clicando aqui.
Todos os direitos da tese/dissertação são de seus autores
CeTI-SC/STI