Raciocínio proporcional: integrando aritmética, geometria e álgebra com o geogebra
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Data
2016-12-07
Autores
Faria, Rejane Waiandt Schuwartz de Carvalho [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Nesta pesquisa investiguei possibilidades de desenvolvimento e exploração do Raciocínio Proporcional que emergem em atividades com o GeoGebra, integrando aritmética, geometria e álgebra, a partir do olhar profissional de professores de Matemática e pesquisadores em Educação Matemática. Trata-se de uma pesquisa qualitativa, cujos dados foram produzidos durante o curso “Raciocínio Proporcional: atividades com o GeoGebra integrando aritmética, geometria e álgebra”, realizado com professores de Matemática que atuam do sexto ao nono ano do Ensino Fundamental. Tais dados foram obtidos a partir da interação com os professores participantes, questionários de avaliação, e registros em vídeo e no caderno de campo. A análise foi realizada à luz das perspectivas teóricas apresentadas sobre Raciocínio Proporcional, Intradisciplinaridade Matemática, Tecnologias Digitais e GeoGebra, e Olhar Profissional e Formação Continuada do Professor de Matemática. Ao longo do curso, buscou-se aprimorar as atividades de desenvolvimento e exploração do Raciocínio Proporcional com o GeoGebra, em uma perspectiva intradisciplinar, por meio do olhar profissional que os professores exerciam sobre elas. Assim, a formação do grupo de professores nas temáticas abordadas ao longo do curso é um resultado deste trabalho, bem como as atividades produzidas, que estão disponíveis nesta tese para qualquer interessado. Concluo que a abordagem Matemática Intradisciplinar com o GeoGebra, para o desenvolvimento e exploração do Raciocínio Proporcional, possibilita uma visão abrangente de diversos conceitos considerados fundamentais na literatura para a formação dos alunos, visando a superação de dificuldades em sua vida escolar no que se refere à disciplina de Matemática.
In this research I investigated possibilities of development and exploration of Proportional Reasoning that emerges in activities with GeoGebra, integrating arithmetic, geometry and algebra, from mathematics teachers and researchers in Mathematical Education professional look. This is a qualitative research, whose data were produced during the course “Proportional Reasoning: activities with GeoGebra integrating arithmetic, geometry and algebra”, carried out with mathematics teachers who work from the sixth to the ninth year of Elementary School. Those data were obtained from the interaction with the participating teachers, evaluation questionnaires, and video and field notebook records. The analysis was carried out in the light of the theoretical perspectives presented on Proportional Reasoning, Mathematical Intradisciplinarity, Digital Technologies and GeoGebra, and Professional Look and Mathematics Teacher Education. Throughout the course, we sought to improve the activities of development and exploration of Proportional Reasoning with GeoGebra, in an intradisciplinary perspective, through the professional look that teachers exercised over them. Thus, the education of the group of teachers in the topics covered throughout the course is a result of this work, as well as the activities produced, which are available in this thesis to anyone. I conclude that the Mathematical Intradisciplinary approach with GeoGebra, for the development and exploration of Proportional Reasoning, allows a comprehensive view of several concepts considered fundamental in the literature for of students’ education, aiming at overcoming difficulties in their school life in what concern to Mathematics discipline.
In this research I investigated possibilities of development and exploration of Proportional Reasoning that emerges in activities with GeoGebra, integrating arithmetic, geometry and algebra, from mathematics teachers and researchers in Mathematical Education professional look. This is a qualitative research, whose data were produced during the course “Proportional Reasoning: activities with GeoGebra integrating arithmetic, geometry and algebra”, carried out with mathematics teachers who work from the sixth to the ninth year of Elementary School. Those data were obtained from the interaction with the participating teachers, evaluation questionnaires, and video and field notebook records. The analysis was carried out in the light of the theoretical perspectives presented on Proportional Reasoning, Mathematical Intradisciplinarity, Digital Technologies and GeoGebra, and Professional Look and Mathematics Teacher Education. Throughout the course, we sought to improve the activities of development and exploration of Proportional Reasoning with GeoGebra, in an intradisciplinary perspective, through the professional look that teachers exercised over them. Thus, the education of the group of teachers in the topics covered throughout the course is a result of this work, as well as the activities produced, which are available in this thesis to anyone. I conclude that the Mathematical Intradisciplinary approach with GeoGebra, for the development and exploration of Proportional Reasoning, allows a comprehensive view of several concepts considered fundamental in the literature for of students’ education, aiming at overcoming difficulties in their school life in what concern to Mathematics discipline.
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Intradisciplinaridade matemática, Olhar profissional docente, Ensino fundamental, Ensino de matemática, Tecnologias digitais, Mathematical intradisciplinarity, Teacher professional look, Elementary school, Mathematics teaching, Digital technologies