Abordando geometria por meio da investigação matemática: um comparativo entre o 5º e 9º anos do Ensino Fundamental
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2015-05
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Quartieri, Marli Teresinha
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Este estudo refere-se a atividades de geometria abordadas à luz da metodologia investigação matemática com alunos do 5o e 9o anos do Ensino Fundamental de duas escolas públicas da Educação Básica da região do Vale do Taquari. Estas escolas são parceiras do Observatório da Educação intitulado “Estratégias metodológicas visando à inovação e reorganização curricular no campo da Educação Matemática no Ensino Fundamental”. Este trabalho tem por objetivo investigar as conjecturas apresentadas pelos alunos e as diferenças e semelhanças que os alunos destas distintas turmas apresentam quando as criam. Pretendeu-se, ainda, estimular nos alunos a cultura da escrita em matemática, proporcionar-lhes momentos de autonomia no que diz respeito a sua formação discente e momentos de trabalho em grupo, promovendo a socialização de aprendizagens. Os aportes teóricos usados estão alicerçados nos escritos de Ponte, Brocardo e Oliveira (2009) que expressam que atividades de investigação matemática instigam o aluno à descoberta de novos saberes, por meio de problemas abertos, os quais propiciam o levantamento de conjecturas possíveis de serem testadas e matematicamente registradas. A proposta com foco investigativo foi composta de cinco atividades que abordavam diferentes tópicos de geometria. A pesquisa de cunho qualitativa pode ser considerada um estudo de caso. O material de pesquisa constituiu-se de diário de campo dos alunos, diário de campo do professor e filmagens das aulas. Para análise dos dados foi utilizada a análise de conteúdo, por meio de categorias elaboradas a partir das diferenças e semelhanças que foram surgindo ao longo da intervenção. Como resultados, verificou-se a dificuldade no manuseio da régua e do transferidor, tanto por parte dos alunos do 5o como pelos do 9o ano e em relação à escrita das conjecturas e conclusões. Percebeu-se que os alunos expressavam suas ideias oralmente, mas, no momento de escrevê-las no papel, apenas o faziam de forma sintética. Como ponto positivo, os alunos trabalharam em grupo, colaborando uns com os outros e auxiliando os que apresentavam maiores dificuldades. Esta experiência possibilitou lidar com o novo e o inesperado, permitindo aos alunos participarem mais ativamente de sua própria aprendizagem, dando-lhes mais autonomia.
This study refers to geometry activities approached in the light of the mathematical investigation tendency, with students of the 5th and 9th grades of the Elementary Education from two public schools in the area of the Taquari Valley. These schools are partners of a project from the Educational Observatory entitled “Methodological strategies aimed at innovation and curriculum reorganization in the field of Mathematical Education in Elementary School”. This work has as an objective to investigate the conjectures presented by the students, and also to analyze the differences and similarities that the students of these distinct grades show while creating them. It was intended, also, to stimulate the culture of written mathematic inthe students, besides to provide them moments of autonomy in regards to their formation and moments of team work, promoting schooling socialization. The theoretical contributions employed in this study are grounded on the writings of Ponte, Brocardo and Oliveira (2009), which express that mathematical investigation activities tempt the student to discover new knowledges by means of open-ended questions, bringing conjectures that are possible to be tested and mathematically registered. The purpose, with an investigative focus, was composed by five activities that approached many geometry topics. The research, of qualitative measurement, may be considered a case study. The research material consisted in students's field diary, teachers's field diary and videotaped classes. The data analysis was based on the concept of Content Analysis, in which the categories were elaborated after the differences and similarities that were developed during the intervention. As a result, it was verified that there is a difficulty in the handling of the ruler and the protractor for part of the students of both 5th and 9th grades, and also in regards to the writing of conjectures and conclusions. It was noticed that the students expressed their ideas orally, however, in the moment of writing them in the paper, they would only do it synthetically. As a positive, the students worked in groups, colaborating with each other and helping those who showed more difficulties. This experience made possible to handle the new and unexpected, providing the students the possibility to participate more actively in their schooling, which gives them more autonomy.
This study refers to geometry activities approached in the light of the mathematical investigation tendency, with students of the 5th and 9th grades of the Elementary Education from two public schools in the area of the Taquari Valley. These schools are partners of a project from the Educational Observatory entitled “Methodological strategies aimed at innovation and curriculum reorganization in the field of Mathematical Education in Elementary School”. This work has as an objective to investigate the conjectures presented by the students, and also to analyze the differences and similarities that the students of these distinct grades show while creating them. It was intended, also, to stimulate the culture of written mathematic inthe students, besides to provide them moments of autonomy in regards to their formation and moments of team work, promoting schooling socialization. The theoretical contributions employed in this study are grounded on the writings of Ponte, Brocardo and Oliveira (2009), which express that mathematical investigation activities tempt the student to discover new knowledges by means of open-ended questions, bringing conjectures that are possible to be tested and mathematically registered. The purpose, with an investigative focus, was composed by five activities that approached many geometry topics. The research, of qualitative measurement, may be considered a case study. The research material consisted in students's field diary, teachers's field diary and videotaped classes. The data analysis was based on the concept of Content Analysis, in which the categories were elaborated after the differences and similarities that were developed during the intervention. As a result, it was verified that there is a difficulty in the handling of the ruler and the protractor for part of the students of both 5th and 9th grades, and also in regards to the writing of conjectures and conclusions. It was noticed that the students expressed their ideas orally, however, in the moment of writing them in the paper, they would only do it synthetically. As a positive, the students worked in groups, colaborating with each other and helping those who showed more difficulties. This experience made possible to handle the new and unexpected, providing the students the possibility to participate more actively in their schooling, which gives them more autonomy.
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Investigação matemática; Geometria; Ensino Fundamental
Citação
SCHMITT, Fernanda Eloisa. Abordando geometria por meio da investigação matemática: um comparativo entre o 5º e 9º anos do Ensino Fundamental. 2015. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, maio 2015. Disponível em: http://hdl.handle.net/10737/831.