Uso do geogebra no ensino das funções trigonométricas no 2º ano do ensino médio no IFTM Campus Cuiaba
Data
2019-12
Orientador
Dullius, Maria Madalena
Banca
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Resumo
Considerando que as tecnologias estão mais presentes no cotidiano das pessoas, torna-se imperativo que o professor disponha de práticas pedagógicas dinâmicas em que faça uso das mesmas. Portanto, este trabalho investiga como a utilização do software GeoGebra pode potencializar a exploração de tópicos da trigonometria. Para tanto, buscou-se trabalhar com os seguintes objetivos específicos: a) desenvolver uma sequência didática por meio do uso do software GeoGebra para o estudo das funções trigonométricas; b) promover a participação dos estudantes no estudo da trigonometria por meio da manipulação do software; c) verificar potencialidades do software GeoGebra nos processos de ensino da trigonometria com os alunos do 2a ano do Ensino Médio. Para atender aos objetivos propostos para esta investigação, a opção metodológica foi pela pesquisa qualitativa, realizada no Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso – IFMT Campus Cuiabá com estudantes do segundo ano do Ensino Médio Integrado ao Curso Técnico de Informática. Para o desenvolvimento da pesquisa foi proposta uma intervenção pedagógica realizada por meio do software GeoGebra a partir de uma sequência didática sistematizada em vinte e quatro aulas, cada uma com duração de cinquenta minutos, desenvolvidas em um laboratório de informática com disponibilidade de computadores em número suficiente para todos os estudantes da turma. Para a análise dos dados, utilizou-se a metodologia descritiva com o objetivo de analisar as respostas dos estudantes nas atividades. Utilizou-se como referencial teórico as obras de Amado e Carreira (2015) Borba (2010, 2016), Dullius (2015), Gravina (2001, 2012), Paiva (2016), Penteado (2010), Quartieri (2015, 2016), Valente (1997), entre outros. As etapas da investigação compreenderam: revisão de literatura e levantamento bibliográfico, coleta de dados por
meio de desenvolvimento das atividades que compuseram a sequência didática e sistematização e análise dos dados. A pesquisa apontou a possibilidades de o estudante criar hipóteses, explorar e propor alternativas, além de promover a discussão por meio do trabalho coletivo e a interação professor-estudante. A forma como os recursos foram utilizados na pesquisa garantiu a efetividade do computador e do software GeoGebra como
ferramentas pedagógicas por potencializarem o ensino de trigonometria. Além disso, pode ser uma contribuição para a diminuição ou o fim da resistência ao uso de ferramentas tecnológicas por outros docentes, uma vez que demonstra que é possível ressignificar a forma de ensinar matemática, auxiliando na compreensão e no desenvolvimento da disciplina.
Based on the idea that technologies are more present in people's daily lives, it is imperative that the educator may count on some dynamic pedagogical practices in which he/she makes use of them. Therefore, the research investigated in what way the use of the GeoGebra software may improve the study of the trigonometry topics. For that reason, this study counted on the specific objectives: a) to develop a didactic sequence using the GeoGebra software for studying trigonometric functions; b) to promote the student involvement in studying trigonometry by using the software; c) to verify the viability of the GeoGebra software in the processes of teaching trigonometry to the students of the 2nd school year of High School. In order to achieve the planned objectives, this research was guided by the methodological option for qualitative approach. It was carried out at the Federal Institute of Education, Science and Technology of Mato Grosso - IFMT Campus Cuiabá with students of the second year of High School Integrated to the Technical Course of Computing. The development of the research counted on a pedagogical intervention using the GeoGebra software which was based on a didactic sequence systematized in twenty-four classes, each class lasted fifty minutes. The classes were developed in a computer laboratory with appropriate computers available for all students present in the classroom. The analysis of the data was done according to the descriptive methodology aimed at analyzing the students’ answers in doing the offered activities. The research was guided on the theoretical framework proposed by Amado and Carreira (2015), Borba (2010, 2016), Dullius (2015), Gravina (2001, 2012), Paiva (2016) Penteado (2010), Quartieri (2015, 2016), Valente (1997), among others researchers. The phases of the investigation included: literature review and bibliographic survey, data gathering through the development of activities that included the didactic sequence organization and data analysis. The research revealed the possibilities for the students to construct hypotheses, explore and suggest alternatives, in addition to, it was found the promotion of discussion through collective work and teacher-student interaction. The methodology used in the research guaranteed the effectiveness of the computer and the GeoGebra software as pedagogical tools for enhancing the teaching of Trigonometry. Furthermore, this study may be a contribution to the decrease or the end of resistance for using technological tools by other educators, since it demonstrates that it is possible to reevaluate the way of teaching mathematics, helping in the understanding and development of the school subject.
Based on the idea that technologies are more present in people's daily lives, it is imperative that the educator may count on some dynamic pedagogical practices in which he/she makes use of them. Therefore, the research investigated in what way the use of the GeoGebra software may improve the study of the trigonometry topics. For that reason, this study counted on the specific objectives: a) to develop a didactic sequence using the GeoGebra software for studying trigonometric functions; b) to promote the student involvement in studying trigonometry by using the software; c) to verify the viability of the GeoGebra software in the processes of teaching trigonometry to the students of the 2nd school year of High School. In order to achieve the planned objectives, this research was guided by the methodological option for qualitative approach. It was carried out at the Federal Institute of Education, Science and Technology of Mato Grosso - IFMT Campus Cuiabá with students of the second year of High School Integrated to the Technical Course of Computing. The development of the research counted on a pedagogical intervention using the GeoGebra software which was based on a didactic sequence systematized in twenty-four classes, each class lasted fifty minutes. The classes were developed in a computer laboratory with appropriate computers available for all students present in the classroom. The analysis of the data was done according to the descriptive methodology aimed at analyzing the students’ answers in doing the offered activities. The research was guided on the theoretical framework proposed by Amado and Carreira (2015), Borba (2010, 2016), Dullius (2015), Gravina (2001, 2012), Paiva (2016) Penteado (2010), Quartieri (2015, 2016), Valente (1997), among others researchers. The phases of the investigation included: literature review and bibliographic survey, data gathering through the development of activities that included the didactic sequence organization and data analysis. The research revealed the possibilities for the students to construct hypotheses, explore and suggest alternatives, in addition to, it was found the promotion of discussion through collective work and teacher-student interaction. The methodology used in the research guaranteed the effectiveness of the computer and the GeoGebra software as pedagogical tools for enhancing the teaching of Trigonometry. Furthermore, this study may be a contribution to the decrease or the end of resistance for using technological tools by other educators, since it demonstrates that it is possible to reevaluate the way of teaching mathematics, helping in the understanding and development of the school subject.
Descrição
Palavras-chave
Software GeoGebra; Ensino das Funções Trigonométricas; Ensino Médio Integrado ao Técnico; Software GeoGebra; Trigonometric functions teaching; High School Integrated to the Technical Course
Citação
NASCIMENTO, Carlos Carlão Pereira Do. Uso do geogebra no ensino das funções trigonométricas no 2º ano do ensino médio no IFTM Campus Cuiaba. 2019. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 19 dez. 2019. Disponível em: http://hdl.handle.net/10737/2801.