Realidade aumentada e o ensino de cálculo: possibilidades para a constituição do conhecimento
Carregando...
Arquivos
Data
2022-04-28
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Nosso objetivo nesta pesquisa é compreender os modos pelos quais se dá a constituição do conhecimento matemático do aluno que com Realidade Aumentada explora assuntos da disciplina de Cálculo Diferencial e Integral. Os dados para a pesquisa foram produzidos em um curso de curta duração, no qual estivemos com alunos da Licenciatura em Matemática da Universidade Estadual Paulista, campus Guaratinguetá. No curso, os participantes foram convidados a realizar tarefas previamente organizadas que envolviam assuntos do conteúdo de Cálculo, tais como limite, derivada e integral, fazendo explorações com o recurso de Realidade Aumentada do aplicativo GeoGebra Calculadora 3D. Gravamos com câmera de vídeo a dinâmica dos oito encontros. Solicitamos que os participantes gravassem os momentos de exploração das tarefas que faziam em seus smartphones. Essas gravações foram transcritas para análise. Em algumas situações, para a clareza do texto, foram inseridos gifs dando mais detalhes das atividades. A pesquisa foi desenvolvida em uma perspectiva qualitativa com enfoque fenomenológico, buscando compreender como se mostra a constituição do conhecimento em Cálculo Diferencial e Integral ao se estar-com a Realidade Aumentada? O movimento de análise foi feito seguindo o rigor da pesquisa fenomenológica, em que nos envolvemos com a análise ideográfica e nomotética. Para a análise ideográfica, que visa explicitar as particularidades do compreendido, organizamos os dados em cenas significativas, que nos permitiram manter a dinamicidade da comunicação intersubjetiva. Nas cenas, destacamos ideias significativas, que nos levaram às convergências de significado da análise nomotética, buscando generalidades do que se expôs na experiência vivida. Das sínteses compreensivas, foram constituídas três Categorias Abertas: Investigar assuntos matemáticos como modo de compreensão, em que se discute os modos pelos quais os participantes investigam com Realidade Aumentada, explorando, elaborando conjecturas, validando resultados; O movimento do corpo-próprio que potencializa formas de visualizar assuntos matemáticos, cujo foco de discussão está no movimento do corpo-próprio compreendido como organismo vivo que se dirige para os assuntos que explora, buscando articular sentidos e significados; e Diálogos que comunicam o compreendido para se fazer entender, destacando que é na comunicação que o sentido vai se fazendo para o corpo-próprio, constituindo conhecimento matemático com Realidade Aumentada.
Our objective in this research is to understand the ways in which the student's mathematical knowledge is constituted who, with Augmented Reality, explores Differential and Integral Calculus topics. The data for the research were produced in a short course, in which we were with students of the Mathematics Degree at Universidade Estadual Paulista, Guaratinguetá campus. In the course, participants were invited to perform previously organized tasks that involved Calculus content, such as limit, derivative and integral, making explorations with the Augmented Reality feature of the GeoGebra 3D Calculator app. We recorded the dynamics of the eight meetings with a video camera. We asked the participants to record the moments of exploration of the tasks they were doing on their smartphones. These recordings were transcribed for analysis. In some situations, for the clarity of the text, gifs were inserted giving more details of the activities. The research was developed in a qualitative perspective with a phenomenological focus, seeking to understand how the constitution of knowledge in Differential and Integral Calculus is shown when being-with Augmented Reality? The analysis movement was carried out following the rigor of phenomenological research, in which we engaged with ideographic and nomothetic analysis. For the ideographic analysis, which aims to explain the particularities of what is understood, we organized the data into significant scenes, which allowed us to maintain the dynamics of intersubjective communication. In the scenes, we highlight significant ideas, which led us to the convergences of meaning of the nomothetic analysis, seeking generalities of what was exposed in the lived experience. From the comprehensive syntheses, three Open Categories were constituted: Investigating mathematical topics as a way of understanding, in which the ways in which participants investigate with Augmented Reality are discussed, exploring, elaborating conjectures, validating results; The living-body movement that enhances ways of visualizing mathematical topics, whose discussion focus is on the movement of the living-body understood as a living organism that goes towards the topics it explores, seeking to articulate senses and meanings; and Dialogues that communicate what is understood to make itself understood, emphasizing that it is in communication that meaning is made for the living-body, constituting mathematical knowledge with Augmented Reality.
Our objective in this research is to understand the ways in which the student's mathematical knowledge is constituted who, with Augmented Reality, explores Differential and Integral Calculus topics. The data for the research were produced in a short course, in which we were with students of the Mathematics Degree at Universidade Estadual Paulista, Guaratinguetá campus. In the course, participants were invited to perform previously organized tasks that involved Calculus content, such as limit, derivative and integral, making explorations with the Augmented Reality feature of the GeoGebra 3D Calculator app. We recorded the dynamics of the eight meetings with a video camera. We asked the participants to record the moments of exploration of the tasks they were doing on their smartphones. These recordings were transcribed for analysis. In some situations, for the clarity of the text, gifs were inserted giving more details of the activities. The research was developed in a qualitative perspective with a phenomenological focus, seeking to understand how the constitution of knowledge in Differential and Integral Calculus is shown when being-with Augmented Reality? The analysis movement was carried out following the rigor of phenomenological research, in which we engaged with ideographic and nomothetic analysis. For the ideographic analysis, which aims to explain the particularities of what is understood, we organized the data into significant scenes, which allowed us to maintain the dynamics of intersubjective communication. In the scenes, we highlight significant ideas, which led us to the convergences of meaning of the nomothetic analysis, seeking generalities of what was exposed in the lived experience. From the comprehensive syntheses, three Open Categories were constituted: Investigating mathematical topics as a way of understanding, in which the ways in which participants investigate with Augmented Reality are discussed, exploring, elaborating conjectures, validating results; The living-body movement that enhances ways of visualizing mathematical topics, whose discussion focus is on the movement of the living-body understood as a living organism that goes towards the topics it explores, seeking to articulate senses and meanings; and Dialogues that communicate what is understood to make itself understood, emphasizing that it is in communication that meaning is made for the living-body, constituting mathematical knowledge with Augmented Reality.
Descrição
Palavras-chave
Fenomenologia, Corpo-próprio, GeoGebra Calculadora 3D, GeoGebra AR, Cálculo diferencial e integral, Phenomenology, Living-body, GeoGebra 3D Calculator, Differential and integral calculus