PROBLEMATIZAÇÕES SOBRE ATIVIDADES DE GEOMETRIA ESPACIAL PARA O ENSINO FUNDAMENTAL: CONSTRUÇÃO DE PRISMAS E PIRÂMIDES
Data
2023-08
Autores
Orientador
Rehfeldt, Márcia Jussara Hepp
Banca
Muller, Ana Paula
Giongo , Ieda Maria
Gonzatti, Sônia Elisa Marchi
Título do periódico
ISSN
Título do Volume
Editor
Resumo
Este estudo teve por objetivo analisar as implicações pedagógicas da exploração de um conjunto de atividades, envolvendo a construção de sólidos geométricos. Os aportes teóricos foram embasados nos pressupostos da BNCC, em autores que abordam as dificuldades do ensino da geometria, bem como aconselham o uso de softwares, nos processos de ensino e de aprendizagem da Matemática. A metodologia usada neste estudo teve caráter qualitativo, com aproximações de um estudo de caso. As participantes do grupo de estudo foram professoras da rede municipal de ensino do município de Feliz Natal/Mato Grosso. A prática foi aplicada em cinco encontros, totalizando 16 horas/aula. Os dados foram obtidos por meio da aplicação
de questionários, gravações de áudios, fotografias, material produzido pelas professoras, além do diário de campo da pesquisadora/professora. Os resultados apontam: a) as discussões com as professoras foram bem aceitas, pois, quando questionadas por meio de entrevista, disseram conhecer a relevância de estudar e ter conhecimentos amplos sobre a BNCC; b) as professoras construíram com empenho as pirâmides e os prismas, sem a utilização de moldes “semiprontos” e comentaram que o conteúdo de geometria é, muitas vezes, “abandonado” e, poucas vezes, é abordado nas aulas, ficando para segundo plano; c) as professoras gostaram de explorar o software GeoGebra e entenderam que ele é um potente recurso tecnológico para construir pirâmides e prismas.
This study has the purpose to analyze the pedagogical implications of exploring a set of activities involving the construction of geometric solids. The theoretical contributions were based on the assumptions of the BNCC, on authors who address the difficulties of teaching geometry, as well as recommend the use of software in the teaching and learning processes of Mathematics. The methodology used in this study was qualitative, with approximations of a case study. The participants of the study group were teachers from the municipal educationnetwork in the city of Feliz Natal/Mato Grosso. The practice was applied during 5 meetings, totaling 16 class hours. Data were obtained through the application of questionnaires, audio recordings, photographs, material produced by the teachers, in addition to the researcher/teacher's field diary. The results indicate that a) the discussions with the teachers were well accepted, because when questioned, through an interview, they said they knew the relevance of studying and had extensive knowledge about the BNCC; b) the teachers diligently built the pyramids and prisms, without using “semi-finished” molds and commented that the geometry content is often “abandoned” and rarely addressed in class, being left in the background; c) the teachers enjoyed exploring the GeoGebra software and understood that it is a powerful technological resource to build pyramids and prisms.
This study has the purpose to analyze the pedagogical implications of exploring a set of activities involving the construction of geometric solids. The theoretical contributions were based on the assumptions of the BNCC, on authors who address the difficulties of teaching geometry, as well as recommend the use of software in the teaching and learning processes of Mathematics. The methodology used in this study was qualitative, with approximations of a case study. The participants of the study group were teachers from the municipal educationnetwork in the city of Feliz Natal/Mato Grosso. The practice was applied during 5 meetings, totaling 16 class hours. Data were obtained through the application of questionnaires, audio recordings, photographs, material produced by the teachers, in addition to the researcher/teacher's field diary. The results indicate that a) the discussions with the teachers were well accepted, because when questioned, through an interview, they said they knew the relevance of studying and had extensive knowledge about the BNCC; b) the teachers diligently built the pyramids and prisms, without using “semi-finished” molds and commented that the geometry content is often “abandoned” and rarely addressed in class, being left in the background; c) the teachers enjoyed exploring the GeoGebra software and understood that it is a powerful technological resource to build pyramids and prisms.
Descrição
Palavras-chave
Geometric Solids; Manipulable Materials; Ensino Fundamental; GeoGebra Software; Elementary School; Sólidos Geométricos; Materiais Manipuláveis; Software GeoGebra
Citação
CICHELERO, Daniela Alves. PROBLEMATIZAÇÕES SOBRE ATIVIDADES DE GEOMETRIA ESPACIAL PARA O ENSINO FUNDAMENTAL: CONSTRUÇÃO DE PRISMAS E PIRÂMIDES. 2023. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 14 ago. 2023. Disponível em: http://hdl.handle.net/10737/3945.