Origami e produção de vídeos digitais: um estudo sobre a produção matemática em um curso de extensão universitária
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Data
2021-01-07
Autores
Graciolli, Carolina Yumi Lemos Ferreira [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho apresenta uma pesquisa que teve como objetivo compreender a produção matemática de estudantes, mais especificamente, graduandos e professores de Matemática na Educação Básica quando exploram Geometria por meio de origami e produção de vídeos digitais. Sendo assim, a pergunta que orientou esta pesquisa foi: o que se mostra acerca da produção matemática quando são propostas atividades envolvendo origami e produção de vídeos em um curso de extensão universitária? A metodologia adotada para o desenvolvimento deste estudo foi a pesquisa qualitativa com abordagem fenomenológica. O curso de extensão universitária, intitulado “Origami, Matemática e Produção de Vídeos Digitais”, foi realizado na Universidade Estadual Paulista “Júlio de Mesquita Filho” (Unesp) de Rio Claro e, por meio dele, os participantes tiveram contato com dobraduras, produzindo, em duplas, vídeos sobre o tema. A produção de dados se deu a partir da gravação e transcrição dos encontros do curso, que foram analisados seguindo os preceitos da pesquisa qualitativa com abordagem fenomenológica, envolvendo a análise ideográfica e nomotética. Foram destacadas três categorias de convergência, a saber, provas matemáticas, pensar-com-dobrasno-papel e produção de vídeos, interpretadas e discutidas buscando respostas à pergunta de pesquisa. As ideias centrais da categoria “provas matemáticas” envolvem a atitude de argumentação, o desenvolvimento de demonstrações e as discussões sobre as estratégias escolhidas para resolver um problema. Na categoria “pensar-com-dobra-no-papel” são discutidas as soluções realizadas por meio de dobras no papel, a interpretação matemática dos vincos e a experimentação de diferentes dobras. A categoria “produção de vídeos” elucida o processo de elaboração do vídeo e destaca o condicionamento do pensar diante da mídia vídeo e a motivação em tornar o conteúdo passível de compreensão. Pôde-se perceber que houve produção matemática, pois os estudantes discutiram conceitos, verificaram, validaram, criaram conjecturas e reorganizaram o pensamento. Além disso, as mídias “origami” e “vídeos” favoreceram coletivos de seres-humanos-com-mídias, elucidando o pensarmatemática-com-origami-e-vídeos
This work presents a research with the objective of understanding the mathematical production of students, specifically, undergraduate and Mathematics teachers of Basic Education, when they explore mathematics through origami and production of digital videos. Therefore, the question that guided this research was: what is shown about mathematical production when activities involving origami and video production are proposed in a university extension course? The methodology used for the development of this study was qualitative research with a phenomenological approach. The university extension course entitled “Origami, Mathematics and Digital Video Production”, was held at the São Paulo State University “Júlio de Mesquita Filho” (Unesp) in Rio Claro, through it, the participants had contact with folding, producing, in pairs, videos on the topic. The production of data happened from the recording and transcription of the course meetings, which were analyzed following the precepts of qualitative research with a phenomenological approach, involving ideographic and nomothetic analysis. Three categories of convergence were highlighted, namely, mathematical production, think-with-the-folds-on-paper and video production, interpreted and discussed in search of answers to the research question. The central ideas of the “mathematical proof” category involve the attitude of argumentation, the development of demonstrations and discussions about the strategies chosen to solve a problem. In the “thinkwith-fold-on-paper” category, solutions made through folds on paper, mathematical interpretation of creases and experimentation with different folds are discussed. The “video production” category elucidates the process of making the video and highlights the conditioning of thinking in the face of the video media and the motivation to make the content subject to understanding. It was possible to notice that there was mathematical production, because the students discussed concepts, verified, validated, created conjectures and reorganized the thinking. In addition, the “origami” and “video” media favored collectives of humans-with-media, elucidating thinking-mathematics-with-origami-and-videos.
This work presents a research with the objective of understanding the mathematical production of students, specifically, undergraduate and Mathematics teachers of Basic Education, when they explore mathematics through origami and production of digital videos. Therefore, the question that guided this research was: what is shown about mathematical production when activities involving origami and video production are proposed in a university extension course? The methodology used for the development of this study was qualitative research with a phenomenological approach. The university extension course entitled “Origami, Mathematics and Digital Video Production”, was held at the São Paulo State University “Júlio de Mesquita Filho” (Unesp) in Rio Claro, through it, the participants had contact with folding, producing, in pairs, videos on the topic. The production of data happened from the recording and transcription of the course meetings, which were analyzed following the precepts of qualitative research with a phenomenological approach, involving ideographic and nomothetic analysis. Three categories of convergence were highlighted, namely, mathematical production, think-with-the-folds-on-paper and video production, interpreted and discussed in search of answers to the research question. The central ideas of the “mathematical proof” category involve the attitude of argumentation, the development of demonstrations and discussions about the strategies chosen to solve a problem. In the “thinkwith-fold-on-paper” category, solutions made through folds on paper, mathematical interpretation of creases and experimentation with different folds are discussed. The “video production” category elucidates the process of making the video and highlights the conditioning of thinking in the face of the video media and the motivation to make the content subject to understanding. It was possible to notice that there was mathematical production, because the students discussed concepts, verified, validated, created conjectures and reorganized the thinking. In addition, the “origami” and “video” media favored collectives of humans-with-media, elucidating thinking-mathematics-with-origami-and-videos.
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Palavras-chave
Dobradura, Provas matemáticas, Pensar-com-mídias, Abordagem fenomenológica, Educação matemática, Paper folding, Mathematical proofs, Think-with-media, Phenomenological approach, Mathematical education