O que f '(x) nos diz sobre f(x): uma abordagem com uso de tecnologia computacional
Carregando...
Arquivos
Data
2019-04-10
Autores
Orientador
Dullius, Maria Madalena
Banca
Título do periódico
ISSN
Título do Volume
Editor
Resumo
A derivada é um dos conceitos fundamentais na aprendizagem da matemática universitária, sendo suporte na construção de outros conceitos mais avançados. Resultados da literatura nacional e internacional têm apontado que alunos têm apresentado dificuldades no aprendizado desse conceito que, em sua maioria, estão
relacionadas à falta de compreensão conceitual. Neste sentido, a presente pesquisa, de cunho qualitativo, vinculada ao Programa de Pós-graduação em Ensino de Ciências Exatas da Universidade do Vale do Taquari – UNIVATES, alicerçada em estudos sobre a importância do uso de tecnologias computacionais em situações de ensino e aprendizagem de Matemática e de Cálculo, teve por objetivo desenvolver uma intervenção pedagógica para o ensino de derivadas através de atividades desenvolvidas com apoio do software Desmos, a fim de verificar as possíveis potencialidades do uso dessa ferramenta para as diferentes abordagens da Derivada. Durante o estudo, foram coletados dados por meio do registro das respostas das atividades realizadas pelos alunos (em papel), questionário de avaliação da proposta, áudios, fotos e diário de campo da pesquisadora. A intervenção foi desenvolvida em forma de Oficina Pedagógica junto a um grupo de alunos do curso de Licenciatura em Matemática de uma Instituição de Ensino da rede particular do Estado do Rio Grande do Sul. A análise de episódios indica que o uso de um ambiente informatizado pode contribuir para que os alunos se tornem mais ativos frente ao processo de ensino e de aprendizagem, sintam-se instigados a pensar, experimentar e testar aquilo que muitas vezes lhe é transmitido como um conhecimento pronto e acabado, também, sintam-se motivados a participarem e trocarem ideias, fazendo com que ocorra a
socialização do conhecimento em construção. Como potencialidades do uso do software Desmos destacaram-se a visualização e a experimentação proporcionados através da manipulação dos gráficos, construção de tabelas, marcação e seleção de pontos, que foram mediados pelas atividades propostas e possibilitaram a
compreensão da derivada de modo mais enriquecedor, principalmente em seus aspectos geométrico e gráfico.
The derivative is one of the fundamental concepts in the learning of university mathematics, being supported in the construction of other more advanced concepts. Results from the national and international literature have pointed out that students have presented difficulties in learning this concept, which, for the most part, are related to a lack of conceptual understanding. In this sense, the present qualitative research, linked to the Postgraduate Program in Teaching of Exact Sciences of the University of Vale do Taquari - UNIVATES, based on studies on the importance of the use of computational technologies in situations of teaching and learning of Mathematics and Calculus, wasaimed to develop a pedagogical intervention for the teaching of derivatives through activities developed with the support of the software Desmos, in order to verify the potential of the use of this tool for the different approaches of the Derivative. During the study, data were collected by recording the responses of the activities carried out by the students (in paper), the proposal evaluation questionnaire, audios, photos and field diary of the researcher. The intervention was developed in the form of a Pedagogical Workshop with a group of students of the Licenciatura degree in Mathematics of a Teaching Institution of the private network of the State of Rio Grande do Sul. The analysis of episodes indicates that the use of a computerized environment can help students become more active in the processes of teaching and learning, feel encouraged to think, experiment and test what is often passed on to them as a ready and finished knowledge, also, feel motivated to participate and exchange ideas, causing the socialization of knowledge under construction to occur. The visualization and experimentation provided through the manipulation of the graphs, the construction of tables, the marking and selection of points, which were mediated by the proposed activities, enabled the understanding of the derivative in a more enriching way, in its geometric and graphic aspects.
The derivative is one of the fundamental concepts in the learning of university mathematics, being supported in the construction of other more advanced concepts. Results from the national and international literature have pointed out that students have presented difficulties in learning this concept, which, for the most part, are related to a lack of conceptual understanding. In this sense, the present qualitative research, linked to the Postgraduate Program in Teaching of Exact Sciences of the University of Vale do Taquari - UNIVATES, based on studies on the importance of the use of computational technologies in situations of teaching and learning of Mathematics and Calculus, wasaimed to develop a pedagogical intervention for the teaching of derivatives through activities developed with the support of the software Desmos, in order to verify the potential of the use of this tool for the different approaches of the Derivative. During the study, data were collected by recording the responses of the activities carried out by the students (in paper), the proposal evaluation questionnaire, audios, photos and field diary of the researcher. The intervention was developed in the form of a Pedagogical Workshop with a group of students of the Licenciatura degree in Mathematics of a Teaching Institution of the private network of the State of Rio Grande do Sul. The analysis of episodes indicates that the use of a computerized environment can help students become more active in the processes of teaching and learning, feel encouraged to think, experiment and test what is often passed on to them as a ready and finished knowledge, also, feel motivated to participate and exchange ideas, causing the socialization of knowledge under construction to occur. The visualization and experimentation provided through the manipulation of the graphs, the construction of tables, the marking and selection of points, which were mediated by the proposed activities, enabled the understanding of the derivative in a more enriching way, in its geometric and graphic aspects.
Descrição
Palavras-chave
Derivada; Ensino; Desmos; Derivative; Teaching
Citação
SCREMIN, Gisele. O que f '(x) nos diz sobre f(x): uma abordagem com uso de tecnologia computacional. 2019. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 19 fev. 2019. Disponível em: http://hdl.handle.net/10737/2493.