Um olhar etnomatemático acerca da utilização dos smartphones nos processos de ensino de matemática nos anos finais do Ensino Fundamental
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Data
2017-11
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Giongo, Ieda Maria
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Resumo
A presente dissertação tem por objetivo examinar, em uma turma de nono ano do Ensino Fundamental, as implicações pedagógicas para o ensino de Matemática advindas com a integração do smartphone. Os aportes teóricos escolhidos para sustentar a investigação estão em consonância com estudos do campo da Etnomatemática em seus entrecruzamentos com ideias de autores que apontam a necessidade de integrar e inserir as tecnologias digitais, em especial os smartphones, nas aulas de Matemática da Escola Básica. De cunho qualitativo, descritiva e inspirações etnográficas, a pesquisa/intervenção foi realizada de outubro a dezembro de dois mil e quinze em uma escola pública localizada no Vale do Taquari, RS. Os materiais de pesquisa foram constituídos pelo diário de campo do professor/pesquisador, gravação em áudio de todos os encontros, fotografias e filmagens de situações vivenciadas em sala de aula, bem como o material produzido pelos alunos durante a investigação. Por meio desses instrumentos, emergiram duas unidades de análise descritivas, a saber: i) “Etnocelular”: a identificação e emergência de aspectos relacionados à cultura advinda da utilização de aparelhos celulares inteligentes; ii) Possibilidades e limitações dos aplicativos e funções do smartphone: explorando conteúdos da matemática escolar. Na primeira unidade trago alguns dos resultados emergentes, entre eles, que todos os alunos possuem um smartphone, e que independentemente da classe social, este artefato tecnológico têm-se feito presente na vida dos pesquisados. Outro resultado importante, está relacionado as funções e aplicativos que estes alunos mais utilizam e que constantemente são acionados, entre eles estão a câmera fotográfica, e as redes sociais, bem como a internet. Nesta unidade podemos ainda aferir que os smartphones tem alterado as formas de comunicação e de relacionamentos, diferentemente de anos atrás. Já na segunda unidade de análise, temos os conteúdos e funções utilizados voltados as práticas de ensino, entre as quais destaco a utilização da câmera fotográfica como ferramenta que potencializa e facilita o ensino do conteúdo de regra de três, bem como a razão e proporção. Por meio de Aplicativos foi possível construção de gráficos em duas e três dimensões, bem como a abordagem do conteúdo de estatística, em especial, aos conceitos de média, moda e mediana. Em geral destacamos a importância da inserção e integração dos smartphones como ferramenta que auxilia nos processos de ensino e de aprendizagem, em especial na disciplina de matemática.
The purpose of this dissertation is to examine, in a ninth grade class of Elementary School, the pedagogical implications for the teaching of Mathematics due to the integration of the smartphone. The theoretical contributions chosen to support the research are in line with studies in the field of Ethnomathematics in their intersections with ideas from authors that point out the need to integrate and insert digital technologies, especially smartphones, in Basic Mathematics classes. It is of qualitative nature, descriptive and ethnographic inspirations, the research/intervention was carried out from October to December of two thousand and fifteen in a public school located in Vale do Taquari, RS. The research materials consisted of the teacher's/researcher's field diary, audio recording of all meeting, photographs and filming of situations experienced in the classroom, as well as the material produced by the students during the investigation. Through these instruments, two descriptive units of analysis emerged, namely: i) “Etnophones”: the identification and emergence of aspects related to the culture coming from the usage of smartphones; ii) Possibilities and limitations of applications and functions of smartphones: exploring subjects from Basic Math. In the first unit I bring some of the results, amongst them the fact that all the students had a smartphone and that, independently of their social class, this technological device has been present in the researched students’ lives. Another important result is related to the functions and applications these students mostly use and that are constantly downloaded, amongst them are camera, social network and internet apps. In this unit we can also estimate that smartphones have been changing communication and relationship manners, unlike in the past years. In the second unit of analysis, we have subjects and functions used in the teaching practices, amongs which I highlight the usage of the camera as a tool that potentializes and eases the teaching process of the subject known as “rule of three”, and also of others such as ratio and proportion. By means of the applications it was possible to build graphics in two and three dimensions, as well as to approach the statistics subject, especially the concepts of mean, median and mode. In general we highlight the importance of inserting and integrating smartphons as a tool to subsidiate the processes of teaching and learning, especially in Math classes.
The purpose of this dissertation is to examine, in a ninth grade class of Elementary School, the pedagogical implications for the teaching of Mathematics due to the integration of the smartphone. The theoretical contributions chosen to support the research are in line with studies in the field of Ethnomathematics in their intersections with ideas from authors that point out the need to integrate and insert digital technologies, especially smartphones, in Basic Mathematics classes. It is of qualitative nature, descriptive and ethnographic inspirations, the research/intervention was carried out from October to December of two thousand and fifteen in a public school located in Vale do Taquari, RS. The research materials consisted of the teacher's/researcher's field diary, audio recording of all meeting, photographs and filming of situations experienced in the classroom, as well as the material produced by the students during the investigation. Through these instruments, two descriptive units of analysis emerged, namely: i) “Etnophones”: the identification and emergence of aspects related to the culture coming from the usage of smartphones; ii) Possibilities and limitations of applications and functions of smartphones: exploring subjects from Basic Math. In the first unit I bring some of the results, amongst them the fact that all the students had a smartphone and that, independently of their social class, this technological device has been present in the researched students’ lives. Another important result is related to the functions and applications these students mostly use and that are constantly downloaded, amongst them are camera, social network and internet apps. In this unit we can also estimate that smartphones have been changing communication and relationship manners, unlike in the past years. In the second unit of analysis, we have subjects and functions used in the teaching practices, amongs which I highlight the usage of the camera as a tool that potentializes and eases the teaching process of the subject known as “rule of three”, and also of others such as ratio and proportion. By means of the applications it was possible to build graphics in two and three dimensions, as well as to approach the statistics subject, especially the concepts of mean, median and mode. In general we highlight the importance of inserting and integrating smartphons as a tool to subsidiate the processes of teaching and learning, especially in Math classes.
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Palavras-chave
Etnomatemática; Ensino da matemática; Ensino Fundamental; Inserção do smartphone
Citação
GERSTBERGER, André. Um olhar etnomatemático acerca da utilização dos smartphones nos processos de ensino de matemática nos anos finais do Ensino Fundamental. 2017. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 27 abr. 2017. Disponível em: http://hdl.handle.net/10737/1712.