O uso do software GeoGebra para o ensino de função do 2º grau: o caso da 1ª série do ensino médio de uma escola federal
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2019-04-09
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Dullius, Maria Madalena
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No cenário atual da educação no Brasil, o ensino de Matemática não tem se mostrado eficiente nas escolas, tornado cada vez mais necessário buscar alternativas para melhorar esse quadro. Este trabalho surge a partir da dificuldade de se ensinar função no ensino médio do Instituto Federal da Bahia Campus Eunápolis, visto que, os alunos que ingressam na instituição apresentam deficiências em conteúdos que são pré-requisitos.
Este cenário nos fez formular a seguinte pergunta: Como a utilização do software GeoGebra pode potencializar a exploração da função do 2o grau? Diante disto, este trabalho apresenta uma proposta de ensino da função quadrática com o auxílio do software GeoGebra a partir de uma sequência de atividades e ao final a construção de um mapa conceitual, que tinha como principal objetivo investigar como a utilização do
software GeoGebra pode potencializar a exploração da função do 2o grau. A pesquisa, de abordagem qualitativa, ocorreu no Instituto federal da Bahia Campus Eunápolis em uma turma da 1a série do ensino médio com 36 alunos e teve duração de 10 aulas de 50 minutos, sendo que a cada duas aulas foi aplicada uma atividade de função quadrática. A análise dos dados seguiu a metodologia de descritiva, pois pretendia-se analisar as respostas dos alunos nas atividades. Os resultados mostraram que a utilização do software GeoGebra aliado às atividades contribuiu para a aprendizagem dos estudantes, pois a utilização do software permitiu maior manipulação e observação do objeto matemático (função do 2o grau) por parte dos alunos, precisão dos gráficos e a rapidez na sua construção otimizando o tempo de aula e permitindo assim discussões entre alunos e entre alunos e professor e exploração do comportamento da função em seus aspectos gráficos, contribuindo com a dedução de conceitos desta função de forma dinâmica e interativa.. Além disso, esta metodologia possibilitou que os estudantes tivessem uma postura ativa no processo de ensino e de aprendizagem, pois ao responder diretamente as questões, com o auxílio do software, o professor fazia apenas o papel de mediador.
In the current scenario of education in Brazil, the teaching of mathematics has not been efficient in schools, that is why teachers and educators seek alternatives to reduce such inefficiency. The motivation to do this research arises from the difficulty I have to teach “function” to the first-year high school students who enter the Federal Institute of Bahia Campus Eunápolis since they present deficiencies in contents that are prerequisites to study other contents. This scenario has permitted us to ask the following question: How can I use GeoGebra software to enhance the exploration of the 2nddegree function? Thus, this work presents a proposal of teaching the quadratic function with the help of GeoGebra software from a sequence of activities and, at the end, doing a conceptual map, whose main objective is to investigate how the use of GeoGebra software can enhance the exploration of the 2 nd degree function. The qualitative research was carried out at the Federal Institute of Bahia Campus Eunápolis in a 1st high school class with 36 students and lasted 10 lessons of 50 minutes each, in whicha quadratic function activity was applied every two classes. The analysis of the data followed descriptive content analysis methodology, since it was intended to analyze the students' responses to the activities. The results haves howed that the use of the GeoGebra software added to regular activities have contributed to the students' learning, since the use of the software has allowed greater manipulation and observation of the mathematical object (2nd degree function) by the students, as well as the accuracy of the graphs and speed in its construction, optimizing the class time and allowing good discussions among students and between students and teacher. We could also explore the behavior of the function in its graphical aspects, contributing to the deduction of concepts of this function in a dynamic and interactive way. Moreover, such methodology made it possible that students could have an active posture in the teaching and learning process, since the teacher only played the role of mediator because the students were able to answer the questions, with the help of software.
In the current scenario of education in Brazil, the teaching of mathematics has not been efficient in schools, that is why teachers and educators seek alternatives to reduce such inefficiency. The motivation to do this research arises from the difficulty I have to teach “function” to the first-year high school students who enter the Federal Institute of Bahia Campus Eunápolis since they present deficiencies in contents that are prerequisites to study other contents. This scenario has permitted us to ask the following question: How can I use GeoGebra software to enhance the exploration of the 2nddegree function? Thus, this work presents a proposal of teaching the quadratic function with the help of GeoGebra software from a sequence of activities and, at the end, doing a conceptual map, whose main objective is to investigate how the use of GeoGebra software can enhance the exploration of the 2 nd degree function. The qualitative research was carried out at the Federal Institute of Bahia Campus Eunápolis in a 1st high school class with 36 students and lasted 10 lessons of 50 minutes each, in whicha quadratic function activity was applied every two classes. The analysis of the data followed descriptive content analysis methodology, since it was intended to analyze the students' responses to the activities. The results haves howed that the use of the GeoGebra software added to regular activities have contributed to the students' learning, since the use of the software has allowed greater manipulation and observation of the mathematical object (2nd degree function) by the students, as well as the accuracy of the graphs and speed in its construction, optimizing the class time and allowing good discussions among students and between students and teacher. We could also explore the behavior of the function in its graphical aspects, contributing to the deduction of concepts of this function in a dynamic and interactive way. Moreover, such methodology made it possible that students could have an active posture in the teaching and learning process, since the teacher only played the role of mediator because the students were able to answer the questions, with the help of software.
Descrição
Palavras-chave
Software Geogebra; Função quadrática; Tecnologias; Ensino de Matemática; Quadratic function; Technologies; Teaching of Mathematics
Citação
JESUS, Danilo Do Nascimento De. O uso do software GeoGebra para o ensino de função do 2º grau: o caso da 1ª série do ensino médio de uma escola federal. 2018. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 04 dez. 2018. Disponível em: http://hdl.handle.net/10737/2491.