Uso do Geogebra no ensino da Matemática
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Data
2019-04-04
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Dullius, Maria Madalena
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Resumo
A presente dissertação tem como tema o uso do Geogebra no ensino da Matemática e como problema norteador: Como uma formação continuada com foco no uso do software Geogebra pode contribuir nas práticas de ensino dos professores de Matemática, dos anos finais do Ensino Fundamental, pertencentes ao quadro da rede pública de ensino de Balsas - MA? A pesquisa foi desenvolvida em uma escola da rede pública de ensino de Balsas – MA e teve como objetivo geral investigar como uma formação continuada com foco no uso do software Geogebra pode contribuir nas práticas de ensino de professores de Matemática. Os objetivos específicos desta pesquisa foram: identificar as dificuldades encontradas pelos professores participantes da pesquisa, no uso das tecnologias nas aulas de Matemática; explorar potencialidades do software Geogebra com professores de Matemática; desenvolver um curso de formação continuada para professores de Matemática, dos anos finais do Ensino Fundamental; analisar as contribuições da formação continuada com o uso do software Geogebra, como alternativa pedagógica. Para atingir os objetivos propostos, foi empregada uma metodologia de cunho qualitativo, que possui características de um estudo de caso. Para a coleta de dados foram utilizados como instrumentos: anotações, observações, questionários e
os materiais oriundos da formação continuada, que aconteceu em 10 encontros e contou com a participação de 8 professores de Matemática. No questionário inicial foi possível identificar o perfil de cada professor e no final foi constatado que perceberam o grande potencial que o software Geogebra possui no auxílio de suas
práticas em sala de aula. Como resultado da pesquisa foi observado que os professores tiveram uma nova percepção sobre a importância do planejamento para o bom uso das tecnologias, bem como ter claro os objetivos a serem alcançados em cada atividade proposta. Foi possível perceber que o software Geogebra
proporcionou novas abordagens pedagógicas aos professores e que, o fato de a formação continuada ter acontecido no contexto real da escola, fazendo-se uso dos recursos disponíveis no próprio local, a tornou mais significativa, influenciando positivamente na postura e nas práticas pedagógicas de cada professor.
The present dissertation has as its theme the use of Geogebra in the teaching of Mathematics and as a guiding problem: Since a continuous formation focused on the use of Geogebra software can contribute in the teaching practices of Mathematics teachers, of the final years of Elementary School, belonging to the framework of the public school of Balsas - MA? The research was developed at a school in the public school of Balsas - MA and had as general objective to investigate how a continuous training focused on the use of Geogebra software can contribute to the teaching practices of mathematics teachers. The specific objectives of this research were: to identify the difficulties encountered by the teachers participating in the research, in the use of the technologies in the classes of Mathematics; explore the potential of Geogebra software with Mathematics teachers; to develop a continuing education course for Mathematics teachers, from the final years of Elementary School; to analyze the contributions of continuing education with the use of Geogebra software as a pedagogical alternative. To achieve the proposed objectives, a qualitative methodology was employed, which has the characteristics of a case study. For the data collection instruments were used: notes, observations, questionnaires and materials from continuing education, which happened in 10 meetings and counted with the participation of 8 Mathematics teachers. In the initial questionnaire it was possible to identify the profile of each teacher and in the end it was verified that they realized the great potential that Geogebra software has in the aid of their practices in the classroom. As a result of the research it was observed that the teachers had a new perception about the importance of the planning for the good use of the technologies, as well as to be clear the objectives to be reached in each proposed activity. It was possible to perceive that the software Geogebra provided new pedagogical approaches to teachers and that the fact that the continued formation happened in the real context of the school, making use of the available resources in the place, made it more significant, positively influencing the posture and in the pedagogical practices of each teacher.
The present dissertation has as its theme the use of Geogebra in the teaching of Mathematics and as a guiding problem: Since a continuous formation focused on the use of Geogebra software can contribute in the teaching practices of Mathematics teachers, of the final years of Elementary School, belonging to the framework of the public school of Balsas - MA? The research was developed at a school in the public school of Balsas - MA and had as general objective to investigate how a continuous training focused on the use of Geogebra software can contribute to the teaching practices of mathematics teachers. The specific objectives of this research were: to identify the difficulties encountered by the teachers participating in the research, in the use of the technologies in the classes of Mathematics; explore the potential of Geogebra software with Mathematics teachers; to develop a continuing education course for Mathematics teachers, from the final years of Elementary School; to analyze the contributions of continuing education with the use of Geogebra software as a pedagogical alternative. To achieve the proposed objectives, a qualitative methodology was employed, which has the characteristics of a case study. For the data collection instruments were used: notes, observations, questionnaires and materials from continuing education, which happened in 10 meetings and counted with the participation of 8 Mathematics teachers. In the initial questionnaire it was possible to identify the profile of each teacher and in the end it was verified that they realized the great potential that Geogebra software has in the aid of their practices in the classroom. As a result of the research it was observed that the teachers had a new perception about the importance of the planning for the good use of the technologies, as well as to be clear the objectives to be reached in each proposed activity. It was possible to perceive that the software Geogebra provided new pedagogical approaches to teachers and that the fact that the continued formation happened in the real context of the school, making use of the available resources in the place, made it more significant, positively influencing the posture and in the pedagogical practices of each teacher.
Descrição
Palavras-chave
Software Geogebra; Ensino da Matemática; Formação de professores; Geogebra Software; Mathematics Teaching; Teacher training
Citação
SOUSA, Jakson Ferreira De. Uso do Geogebra no ensino da Matemática. 2018. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 12 dez. 2018. Disponível em: http://hdl.handle.net/10737/2482.