Tarefas investigativas para o ensino da geometria no 5° ano do ensino fundamental
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Data
2020-10
Autores
Orientador
Quartieri, Marli Teresinha
Banca
Giongo, Ieda Maria
Rehfeldt, Marcia Jussara Hepp
Pozzobon, Marta Cristina Cezar
Título do periódico
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Resumo
A pesquisa, desenvolvida numa turma de 5° ano do Ensino Fundamental, utilizou a metodologia de Investigação Matemática. O objetivo do estudo foi analisar estratégias e conjecturas elaboradas por alunos de uma turma do 5o ano do Ensino Fundamental ao realizarem tarefas investigativas, envolvendo o trabalho coletivo, abrangendo a unidade temática Geometria. A prática pedagógica foi desenvolvida em 16 horas-aula, com sete alunos do 5o ano de uma Escola Municipal, situada no Vale do Taquari. Para a coleta de dados, cada aluno recebeu um diário de campo, que serviu para transcrever as resoluções das tarefas propostas e suas conjecturas e percepções no decorrer da prática pedagógica. Os dados também foram coletados por meio de gravadores de voz e filmagens. Foram desenvolvidas tarefas que envolvem construção e planificação de sólidos geométricos, sequências, deslocamento e localização de pessoas, desenhos de polígonos, áreas e perímetros. Por não estarem acostumados com a Investigação Matemática nas aulas, inicialmente, os discentes sentiram-se desconfortáveis, pois não entendiam que cabia a eles a escolha do caminho a ser seguido para chegar ao resultado final. Ao longo das tarefas propostas, os estudantes perceberam que existem diferentes formas de resolver uma atividade que envolve Investigação Matemática. O trabalho em grupo também possibilitou-lhes desenvolver e exercitar habilidades como decidir, debater e respeitar, desenvolvendo a capacidade de ouvir e de respeitar opiniões diferentes, colaborar uns com os outros e auxiliar os que apresentavam maiores dificuldades, permitindo assim que participassem mais ativamente e com mais autonomia da própria aprendizagem.
The research, developed in a class of 5th year of Elementary School, used the methodology of Mathematical Research. The goal was to analyze strategies and conjectures developed by students in a class of the 5th year of Elementary Education when carrying out investigative tasks, involving collective work, covering the thematic units Geometry. The pedagogical practice was developed in 16 class hours, with seven students from the 5th year of a Municipal School, located in Vale do Taquari. In the development of the proposal, the three main moments of the use of Mathematical Research were observed, highlighted by Ponte, Brocardo and Oliveira (2006): presentation and understanding of the proposal, development / carrying out of the investigation and discussion of the results, hypotheses and conjectures. For data collection, each student received a field diary, which served to transcribe the resolutions of the proposed tasks, their conjectures and perceptions during the pedagogical practice. The data was also collected through voice and video recorders. Tasks were developed that involve construction and planning of geometric solids, sequences, displacement and location of people, polygon design, areas and perimeters. As they were not used to Mathematical Research in classes, initially, the students felt uncomfortable, as they did not understand that it was up to them to choose the path to be followed to reach the final result. Throughout the proposed tasks, students realized that there are different ways to solve an activity that involves Mathematical Investigation. The group work also enabled them to develop and exercise skills such as deciding, debating and respecting, developing the ability to listen and respect diferente opinions, collaborate with each other and assist those who had the greatest difficulties, thus allowing them to participate more actively and with more autonomy of learning itself.
The research, developed in a class of 5th year of Elementary School, used the methodology of Mathematical Research. The goal was to analyze strategies and conjectures developed by students in a class of the 5th year of Elementary Education when carrying out investigative tasks, involving collective work, covering the thematic units Geometry. The pedagogical practice was developed in 16 class hours, with seven students from the 5th year of a Municipal School, located in Vale do Taquari. In the development of the proposal, the three main moments of the use of Mathematical Research were observed, highlighted by Ponte, Brocardo and Oliveira (2006): presentation and understanding of the proposal, development / carrying out of the investigation and discussion of the results, hypotheses and conjectures. For data collection, each student received a field diary, which served to transcribe the resolutions of the proposed tasks, their conjectures and perceptions during the pedagogical practice. The data was also collected through voice and video recorders. Tasks were developed that involve construction and planning of geometric solids, sequences, displacement and location of people, polygon design, areas and perimeters. As they were not used to Mathematical Research in classes, initially, the students felt uncomfortable, as they did not understand that it was up to them to choose the path to be followed to reach the final result. Throughout the proposed tasks, students realized that there are different ways to solve an activity that involves Mathematical Investigation. The group work also enabled them to develop and exercise skills such as deciding, debating and respecting, developing the ability to listen and respect diferente opinions, collaborate with each other and assist those who had the greatest difficulties, thus allowing them to participate more actively and with more autonomy of learning itself.
Descrição
Palavras-chave
Geometria; Investigação Matemática; Ensino Fundamental; Trabalho em grupo; Estratégias e conjecturas; Geometric; Mathematical Research; Elementary School; Group work; Strategies and conjectures
Citação
VIAN, Joseane Marta. Tarefas investigativas para o ensino da geometria no 5° ano do ensino fundamental. 2020. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 07 out. 2020. Disponível em: http://hdl.handle.net/10737/2922.