Matemática e surdos: o software GeoGebra como recurso para auxiliar o ensino de geometria
Data
2020-05
Autores
Orientador
Marchi, Miriam Ines
Banca
Giongo, Ieda Maria
Neide, Italo Gabriel
Santana, Maria Luzia Da Silva
Título do periódico
ISSN
Título do Volume
Editor
Resumo
Esta pesquisa teve como objetivo investigar reações do professor de Matemática mediante uma formação continuada, tendo o GeoGebra como recurso didático. O referencial teórico apresenta itens discutidos, simultaneamente, com o professor de Matemática, o estudante surdo e o GeoGebra. A experiência visual também foi contemplada na medida em que, por ser dinâmico, o Software em questão pode proporcionar o desenvolvimento da visualização espacial no ensino da Matemática. A pesquisa, qualitativa e descritiva, com aproximação de um estudo de caso, foi organizada em etapas e envolveu a participação de professores de Matemática que atuavam com estudantes surdos do Ensino Médio, de duas escolas da rede estadual da cidade de Colíder/MT, ano 2019. Os dados foram coletados e registrados no diário de campo. Também compuseram os materiais de pesquisa excertos do grupo focal e filmagem dos encontros. O Grupo Focal - Momento Inicial revelou algumas nuances das dificuldades dos professores em sala de aula e direcionou a articulação da formação continuada, desenvolvida em três encontros. No Grupo Focal - Momento Final, avaliou-se o GeoGebra como recurso pedagógico no ensino da Geometria Espacial para estudantes surdos na perspectiva de seus docentes com relação à visualização. Os professores participantes demonstraram interesse na formação e, rapidamente, reconheceram o potencial da visualização que o GeoGebra proporciona. As atividades previram o manuseio do GeoGebra com ferramentas de Geometria Plana Espacial. Os professores participantes também exploraram ferramentas do citado Software, além das previstas na proposta, provocando, intuitivamente, a interação e a dinâmica entre os pesquisados. Nos relatos, os participantes afirmaram estarem motivados a implementar o GeoGebra no ensino da geometria para estudantes surdos, bem como aos ouvintes, em suas aulas. As motivações ficaram definidas pelo Software ser muito intuitivo, de fácil instalação, tanto em celulares quanto em computadores, acessível e gratuito. Na formação continuada, ademais, novos olhares foram despertados pelos participantes sobre o trabalho envolvendo o ensino da Geometria Espacial, com estudantes surdos, em turma inclusiva. A partir desta dissertação, produziram-se dois produtos educacionais, a saber: um vídeo, em forma de apresentação e divulgação da importância e dos principais momentos da formação continuada, legendado, traduzido em Libras com interpretação simultânea, e um produto no formato de sequência didática da formação continuada. Acredita-se que os resultados da investigação podem contribuir para a formação continuada de professores que atuam com estudantes surdos no processo ascendente de inclusão na educação.
This research aimed to investigate mathematics teacher reactions through a continuous training, with GeoGebra as a didactic resource. The theoretical framework presents items discussed simultaneously with the mathematics teacher, the deaf student and the GeoGebra. The visual experience was also contemplated as, since it is dynamic, it can foster the development of spatial visualization in the teaching of mathematics. The qualitative and descriptive research, with approximation of a case study, was organized in stages and involved the participation of mathematics teachers, who worked with deaf high school students, from two state schools from Colíder/MT, in 2019. Data were collected and recorded in the field journal. Excerpts from the focus group and the meetings videotapes also composed the research materials. The focal group – initial moment revealed some nuances of the teachers difficulties in the classroom and directed the articulation of continuing education, developed in three meetings. The focal group – final moment, GeoGebra was evaluated as a pedagogical resource in the teaching of Spatial Geometry for deaf students, from the perspective of their teachers regarding visualization. The participating teachers showed interest in the training and quickly recognized the potential of visualization that GeoGebra provides. The activities expected the handling of GeoGebra with spatial flat geometry tools. The participating teachers also explored tools of the aforementioned software, additionally to those provided for in the proposal, intuitively provoking the interaction and dynamics among the respondents. In the reports, the participants stated that they were motivated to implement GeoGebra in the teaching of geometry for deaf as well as hearing students. The motivations were defined by the software being very intuitive, easy to install both on mobile phones and computers, accessible and free. In continuing education, new perspectives were awakened by the participants regarding the work involved in the teaching of Spatial Geometry for deaf students in an inclusive class. From this dissertation, two educational products were produced, namely: a video for the presentation and dissemination of the importance and main moments of continued education, subtitled, translated into sign language with simultaneous interpretation, and a product in the didactic sequence format of the continued education. It is believed that the results of the research can contribute to the continued education of teachers working with deaf students, in the ascending process of education inclusion.
This research aimed to investigate mathematics teacher reactions through a continuous training, with GeoGebra as a didactic resource. The theoretical framework presents items discussed simultaneously with the mathematics teacher, the deaf student and the GeoGebra. The visual experience was also contemplated as, since it is dynamic, it can foster the development of spatial visualization in the teaching of mathematics. The qualitative and descriptive research, with approximation of a case study, was organized in stages and involved the participation of mathematics teachers, who worked with deaf high school students, from two state schools from Colíder/MT, in 2019. Data were collected and recorded in the field journal. Excerpts from the focus group and the meetings videotapes also composed the research materials. The focal group – initial moment revealed some nuances of the teachers difficulties in the classroom and directed the articulation of continuing education, developed in three meetings. The focal group – final moment, GeoGebra was evaluated as a pedagogical resource in the teaching of Spatial Geometry for deaf students, from the perspective of their teachers regarding visualization. The participating teachers showed interest in the training and quickly recognized the potential of visualization that GeoGebra provides. The activities expected the handling of GeoGebra with spatial flat geometry tools. The participating teachers also explored tools of the aforementioned software, additionally to those provided for in the proposal, intuitively provoking the interaction and dynamics among the respondents. In the reports, the participants stated that they were motivated to implement GeoGebra in the teaching of geometry for deaf as well as hearing students. The motivations were defined by the software being very intuitive, easy to install both on mobile phones and computers, accessible and free. In continuing education, new perspectives were awakened by the participants regarding the work involved in the teaching of Spatial Geometry for deaf students in an inclusive class. From this dissertation, two educational products were produced, namely: a video for the presentation and dissemination of the importance and main moments of continued education, subtitled, translated into sign language with simultaneous interpretation, and a product in the didactic sequence format of the continued education. It is believed that the results of the research can contribute to the continued education of teachers working with deaf students, in the ascending process of education inclusion.
Descrição
Palavras-chave
Surdo; Formação continuada; GeoGebra; Geometria espacial; Visualização; Deaf; Continued education; Spatial geometry; Visualization
Citação
ANTUNES, Maria De Fátima Nunes. Matemática e surdos: o software GeoGebra como recurso para auxiliar o ensino de geometria. 2020. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 13 maio 2020. Disponível em: http://hdl.handle.net/10737/2873.