Geogebra: uma proposta de rompimento na abstração da geometria analítica
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Data
2021-08-25
Autores
Dias, Thiago Fabricio Baqueta
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Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação tem como objetivo apresentar uma proposta do ensino de conteúdos da geometria analítica afim de romper a abstração sobre este tema, com o auxílio do software Geogebra para alunos do ensino médio. O presente trabalho surgiu na necessidade de acabar com a visão abstrata dos alunos quanto as construções matemáticas, mostrando a aplicabilidade dos conteúdos, a fim de causar interesse ao aprendizado da matéria com o uso de uma tecnologia, o software Geogebra. Este foi escolhido devido a facilidade de acesso, gratuidade, interface intuitiva e vasta quantidade de ferramentas relacionadas a geometria analítica. Abordamos neste trabalho uma breve fundamentação teórica quanto a geometria analítica e os tópicos de estudo; plano cartesiano, distância entre pontos, equação da reta, coeficiente angular, área de triângulos e as cônicas (elipse, circunferência, parábola e hipérbole). A metodologia de ensino utilizada será a “mentalidades matemáticas”, baseado na premissa que qualquer um pode aprender matemática, desde que corretamente estimulado, o que buscamos com a utilização de um software durante as aulas. Apresentamos aqui aulas preparadas conforme o método de ensino que propomos, pontuando as diferenças entre o ensino tradicional e o ensino com o auxílio do software Geogebra. Ao final das aulas, os alunos devem responder uma avaliação de conferência da fixação do conteúdo e um questionário de opinião sobre as aulas. Espera-se como resultado que os alunos que tiveram contato com o Geogebra tenham assimilado melhor o conteúdo abordado, concordando com outros trabalhos aos mesmos moldes.
This dissertation aims to present a proposal for teaching analytic geometry content in order to break the abstraction on this subject, with the help of Geogebra software for high school students. The present work arose from the need to end the abstract view of students regarding mathematical constructions, showing the applicability of the content, in order to cause interest in learning the subject with the use of a technology, the Geogebra software. This software was chosen due to its ease of access, gratuity, intuitive interface and the vast amount of tools related to analytic geometry. In this work we will address a brief the or etical foundation of analytic geometry and the topics of study; cartesian plane, distance between points, equation of the line, angular coefficient, are a of triangles and conics (ellipse, circle, parabola and hyperbola). The teaching methodology used will be the "mathematical mindset", based on the premise that anyone can learn mathematics, provided that they are correctly stimulated, which we seek with the use of software during the classes. We present here lessons prepared according to the teaching method we propose, pointing out the differences between traditional teaching and teaching with the help of the Geogebra software. At thend of the classes, the students must answer an evaluation of the content fixation and an opinion questionnaire about the classes. It is expected that the students who had contact with Geogebra have better assimilated the content covered, agree ing with other works along the same lines.
This dissertation aims to present a proposal for teaching analytic geometry content in order to break the abstraction on this subject, with the help of Geogebra software for high school students. The present work arose from the need to end the abstract view of students regarding mathematical constructions, showing the applicability of the content, in order to cause interest in learning the subject with the use of a technology, the Geogebra software. This software was chosen due to its ease of access, gratuity, intuitive interface and the vast amount of tools related to analytic geometry. In this work we will address a brief the or etical foundation of analytic geometry and the topics of study; cartesian plane, distance between points, equation of the line, angular coefficient, are a of triangles and conics (ellipse, circle, parabola and hyperbola). The teaching methodology used will be the "mathematical mindset", based on the premise that anyone can learn mathematics, provided that they are correctly stimulated, which we seek with the use of software during the classes. We present here lessons prepared according to the teaching method we propose, pointing out the differences between traditional teaching and teaching with the help of the Geogebra software. At thend of the classes, the students must answer an evaluation of the content fixation and an opinion questionnaire about the classes. It is expected that the students who had contact with Geogebra have better assimilated the content covered, agree ing with other works along the same lines.
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Palavras-chave
Geometria analítica, GeoGebra, Ensino médio, Analytic geometry, Geogebra, High school