O estado do conhecimento sobre geometria plana no ensino médio utilizando softwares de geometria dinâmica (1987 a 2017)
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2020-02-14
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Universidade Federal de Goiás
Resumo
This work is connected to the research line named Teaching and Learning of
Sciences and Mathematics, from Postgraduation Program in Education in
Science and Mathematics at Universidade Federal de Goiás (UFG). Our goal
was to analyze the evidences of pedagogical approaches in researches
produced between 1987 and 2017 with themes related to the teaching of plane
geometry in High School with the help of dynamic geometry software. Hence,
we chose a State of Knowledge bibliographic research, in order to identify the
features and the movement of the most frequent and absent discussions of
the researched theme. These were obtained through the analysis of the
corpus, which used as data recording instrument a reading sheet. The sources
of analysis were obtained by searching institutions that have masters and/or
academic/professional doctorate degrees that relate to Mathematical
Education, as well as in CAPES academic database (Banco de Teses e
Dissertações da CAPES). We defined the period as 1987 to 2017. The year
1987 was chosen because it was the creation of the first dynamic geometry
software, the cabri-géomètre, and 2017 was chosen due to the mapping period
of this research, which was 2018. Some of the theoretical references were
obtained through the analysis of the corpus. We based on Libaneo (1985) and
Saviani (2007; 2008) to discuss pedagogical trends; Fiorentini and Lorenzato
(2006) and Lorenzato (1995) to discuss the process of teaching and learning
geometry; Gravina (2001) to discuss dynamic geometry softwares; and
Peixoto (2012; 2015) and Vieira Pinto (2005) to strengthen our reflections on
education and technologies. Results show that geogebra is the most used
software in experiments with the dynamic environment. Emerging trends are
those that defend postmodern ideas, which argue that one must look for ways
to adapt to the constantly changing society, developing skills and competences
that allow one to “learn to learn” or to “learn by doing”. From a mathematical
teaching perspective, we found influences of the theory of semiotic
representation record and of French didactics to address the subject. These
perspectives are permeated by a discourse that values training for labor
market, focusing on the technical aspects of software rather than on the
construction of geometric concepts. Then, proposing the use of geogebra in
mathematics teaching would characterizes a technocentric approach of
education.
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OLIVEIRA, J. C. O estado do conhecimento sobre geometria plana no ensino médio utilizando softwares de geometria dinâmica (1987 a 2017). 2020. 181 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2020.