A utilização do app Geogebra no processo de ensino dos conceitos de funções quadráticas no ensino médio na perspectiva da aprendizagem significativa
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Data
2020-12
Autores
Orientador
Moreira, Marco Antonio
Banca
Quartieri, Marli Teresinha
Rehfeldt, Márcia Jussara Hepp
Santarosa, Maria Cecília Pereira
Bisognin, Eleni
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Resumo
Esta pesquisa analisa a aplicação de duas sequências didáticas exploratórias como recurso potencialmente significativo na construção de conceitos gráficos de Função Quadrática, cujo problema de pesquisa foi: Quais as implicações da construção dos campos conceituais com o uso do App GeoGebra no processo de aprendizagem significativa para ensinar os conceitos gráficos de Funções Quadráticas no Ensino Médio? O estudo foi realizado em uma escola pública da rede estadual do município de Macapá, Amapá, tendo como participantes, cento e doze estudantes do 1o ano do Ensino Médio que foram divididos em dois grupos, um controle e outro experimental. Os objetivos específicos propostos na pesquisa foram: conhecer as concepções prévias dos alunos dos grupos controle e experimental sobre alguns elementos das Funções Quadráticas; desenvolver uma prática pedagógica expositiva, com alunos do grupo controle que envolva os campos conceituais de gráficos de Funções Quadráticas; realizar uma atividade pedagógica com o auxilio do App GeoGebra com alunos do grupo experimental envolvendo os campos conceituais de gráficos de Funções Quadráticas; analisar como as atividades desenvolvidas com os grupos controle e experimental são potencialmente significativo para a aprendizagem nos campos conceituais de gráficos de Funções Quadráticas no Ensino Médio; verificar se os resultados obtidos durante a prática com o App GeoGebra podem possibilitar um caminho potencialmente significativa para a aprendizagem de campos conceituais de gráficos de Funções Quadráticas. A investigação foi organizada por meio de triangulação metodológica entre o delineamento quase-experimental, análise textual discursiva e aproximação à metodologia fenomenológica, de acordo com as concepções de Bogdan e Biklen (1994). A pesquisa foi exploratória, com a abordagem qualitativa e complementação quantitativa, dividida em quatro momentos. A análise dos dados apontou que: a) os discentes antes das sequências didáticas apresentavam a falta de alguns subsunçores relevantes na estrutura cognitiva em especial, para ancoragem de novos conceitos de Função Quadrática; b) o resultado da atividade prática pedagógica expositiva dos integrantes do grupo controle apontou que houve pouca ancoragem de novos conceitos de Função Quadrática; c) o material produzido durante a atividade pedagógica com o App GeoGebra para os discentes do grupo experimental mostrou ser expressivo contribuindo com a ancoragem de novos conceitos e significados de Função Quadrática; d) a análise das respostas do Pós-teste indicaram que os discentes do grupo experimental possuíram melhores desempenhos de respostas corretas do que os do grupo controle, apontando indícios que o material pedagógico com o App GeoGebra contribui com a aprendizagem significativa de novos conceitos e sentidos de Função Quadrática.
This research analyzes the application of two exploratory didactic sequences as a potentially meamingful resource in the construction of quadratic function graphic concepts, whose research problem was: What implications does the construction of conceptual fields with the use of the GeoGebra App in the meamingful learning process to teach the graphic concepts of Quadratic Functions in High School? The study was conducted in a public school in the city of Macapá, Amapá, with one hundred and twelve students from the 1st year of high school participating in the population, which were divided into two groups, one control and the other experimental. The specific objectives proposed in the research were: to know the previous conceptions of the students of the control and experimental groups about some elements of the Quadratic Functions; develop an expository pedagogical practice, with students from the control group that involves the conceptual fields of quadratic functions graphics; perform a pedagogical activity with the help of the GeoGebra App with students of the Experimental group involving the conceptual fields of graphs of Quadratic Functions; to analyze how the activities developed with the control and experimental groups are potentially meamingful for the conceptual field learning of Quadratic Functions graphs in high school; checking whether the results obtained during practice with the GeoGebra App can enable a potentially meamingful path for learning conceptual fields of Quadratic Functions graphs. The investigation was organized by means of methodological triangulation between the quasi-experimental design, discursive textual analysis and approximation to the phenomenological methodology, according to the conceptions of Bogdan and Biklen (1994). The research was exploratory, with the qualitative approach and quantitative complementation, divided into four moments. Data analysis showed that: a) the students before the didactic sequences presented the lack of some relevant subsumers in the cognitive structure, especially, for anchoring new concepts of Quadratic Function; b) the result of the pedagogical practical activity of the members of the control group pointed out that there was little anchoring of new concepts of Quadratic Function; c) the material produced during the pedagogical activity with the GeoGebra App for the students of the experimental group showed to be expressive contributing to the anchoring of new concepts and meanings of Quadratic Function; d) the analysis of the post-test responses indicated that the students of the experimental group had better performances of correct answers than those of the control group, pointing out indications that the pedagogical material with the GeoGebra App contributes to anchor new concepts and meanings of Quadratic Function.
This research analyzes the application of two exploratory didactic sequences as a potentially meamingful resource in the construction of quadratic function graphic concepts, whose research problem was: What implications does the construction of conceptual fields with the use of the GeoGebra App in the meamingful learning process to teach the graphic concepts of Quadratic Functions in High School? The study was conducted in a public school in the city of Macapá, Amapá, with one hundred and twelve students from the 1st year of high school participating in the population, which were divided into two groups, one control and the other experimental. The specific objectives proposed in the research were: to know the previous conceptions of the students of the control and experimental groups about some elements of the Quadratic Functions; develop an expository pedagogical practice, with students from the control group that involves the conceptual fields of quadratic functions graphics; perform a pedagogical activity with the help of the GeoGebra App with students of the Experimental group involving the conceptual fields of graphs of Quadratic Functions; to analyze how the activities developed with the control and experimental groups are potentially meamingful for the conceptual field learning of Quadratic Functions graphs in high school; checking whether the results obtained during practice with the GeoGebra App can enable a potentially meamingful path for learning conceptual fields of Quadratic Functions graphs. The investigation was organized by means of methodological triangulation between the quasi-experimental design, discursive textual analysis and approximation to the phenomenological methodology, according to the conceptions of Bogdan and Biklen (1994). The research was exploratory, with the qualitative approach and quantitative complementation, divided into four moments. Data analysis showed that: a) the students before the didactic sequences presented the lack of some relevant subsumers in the cognitive structure, especially, for anchoring new concepts of Quadratic Function; b) the result of the pedagogical practical activity of the members of the control group pointed out that there was little anchoring of new concepts of Quadratic Function; c) the material produced during the pedagogical activity with the GeoGebra App for the students of the experimental group showed to be expressive contributing to the anchoring of new concepts and meanings of Quadratic Function; d) the analysis of the post-test responses indicated that the students of the experimental group had better performances of correct answers than those of the control group, pointing out indications that the pedagogical material with the GeoGebra App contributes to anchor new concepts and meanings of Quadratic Function.
Descrição
Palavras-chave
Função quadrática; Campos conceituais; Aprendizagem significativa; App GeoGebra; Quadratic Function; Conceptual fields; Meamingful Learning; GeoGebra app
Citação
PASTANA, Claudionor De Oliveira. A utilização do app Geogebra no processo de ensino dos conceitos de funções quadráticas no ensino médio na perspectiva da aprendizagem significativa. 2020. Tese (Doutorado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 15 dez. 2020. Disponível em: http://hdl.handle.net/10737/2939.