O movimento e a percepção do movimento em ambientes de Geometria Dinâmica
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Data
2018-12-14
Autores
Pinheiro, José Milton Lopes [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa interroga como se dá o movimento e a percepção do movimento quando se está com o computador e alunos realizando atividades em um ambiente de Geometria Dinâmica. Tem-se por objetivo compreender o fenômeno movimento-percepção-conhecimento no processo de constituir sentidos e significados geométricos, indo aos sujeitos que vivenciam modos de estar com o computador, trabalhando com Geometria Dinâmica. Para tanto, um grupo de graduandos em Licenciatura em Matemática foi convidado a desenvolver atividades junto aos demais cossujeitos de aprendizagem, aos recursos didáticos e ao ambiente de Geometria Dinâmica. As experiências assim vivenciadas são dadas ao conhecimento mediante descrições realizadas por nossos sujeitos de pesquisa. Essas descrições foram analisadas mediante o movimento de voltar-se à interrogação da pesquisa aqui apresentada e de constituir sentidos do que o dito pelo sujeito faz para o pesquisador. Nesse movimento, foram destacadas nas descrições Unidades de Sentido, com as quais tecemos as Unidades Significativas, compreendidas como o dito nas Unidades de Sentido. Atentos às individualidades de cada Unidade Significativa, mas pensando-as com cada uma das outras, vimos possibilidades de convergências, que ao serem atualizadas evidenciaram grupos que explicitaram ideias abrangentes. Mediante três movimentos de convergência, nos quais foi se ampliando cada vez mais um pensar articulador sobre o fenômeno interrogado, foram constituídos quatro núcleos estruturantes do mesmo, que chamamos de Ideias Nucleares, são elas: modos pelos quais o movimento se evidencia; as percepções que se evidenciam, que constituem um solo para novas percepções e para argumentações; a unidade que abarca o sujeito-movente e o que lhe é disponível ao movimento; a constituição do conhecimento ao se trabalhar com Geometria Dinâmica. Ao interpretar e tecer compreensões sobre cada uma dessas Ideias Nucleares, e sobre o entrelaçamento delas, expomos ao leitor o entendimento que se constituiu na duração da pesquisa sobre a interrogação proposta e sobre o que ela indaga, explicitando a motricidade como modo de espacializar de um sujeito que se move movendo-percebendo-refletindo-compreendendo-expressando, o que evidencia que o fenômeno movimento-percepção-conhecimento se mostra como unidade no agora dos atos realizados por esse sujeito.
This research inquires how the movement and the perception of the movement take place when one is with the computer, and students performing activities in a Dynamic Geometry environment. It aims to understand the movement - perception - knowledge phenomenon in the process of to constitute geometric senses and meanings up, going to the subjects who experience ways of being with the computer, working with Dynamic Geometry. In order to do so, a group of undergraduate students in teacher training in mathematics wer e invited to develop activities enjoyed with other learning co - subjects, with teaching resources, and with the dynamic geometry environment. The experiences thus experienced are given to knowledge through descriptions made by our research subjects up. Thes e descriptions were analyzed by means of the movement to return to the interrogation of the research presented here and to constitute sense of what the said by the subject brings to the researcher. In this movement, they were highlighted out in the descrip tions Units of Sense, with which we weave the Significant Units, understood as the said in Units of Sense. Attentive to the individualities of each Significant Units, but considering them with each other, we saw possibilities of convergence, which when upd ated revealed groups that made explicit ideas. By means of three convergence movements, in which an articulating thinking about the inquired phenomenon was increasingly extended, four structuring nuclei of the same, which we called Nuclear Ideas, were form ed: they are the ways in which the movement is evidenced; the perceptions that are evident, that constitute a ground for new perceptions and for arguments; the unit that embraces the subject - mover and what is available to the movement; the constitution of knowledge when working with Dynamic Geometry. In interpreting and weaving understandings about each of these Nuclear Ideas, and on their interweaving, we present to the reader the understanding that was constituted in the length of the research on the prop osed interrogation and on what it inquires, explaining the motricity as a way of “spatializing” a subject moving - perceiving - reflecting - understanding - expressing, which shows that the movement - perception - knowledge phenomenon is shown as a unit in the now of the acts performed by that subject.
This research inquires how the movement and the perception of the movement take place when one is with the computer, and students performing activities in a Dynamic Geometry environment. It aims to understand the movement - perception - knowledge phenomenon in the process of to constitute geometric senses and meanings up, going to the subjects who experience ways of being with the computer, working with Dynamic Geometry. In order to do so, a group of undergraduate students in teacher training in mathematics wer e invited to develop activities enjoyed with other learning co - subjects, with teaching resources, and with the dynamic geometry environment. The experiences thus experienced are given to knowledge through descriptions made by our research subjects up. Thes e descriptions were analyzed by means of the movement to return to the interrogation of the research presented here and to constitute sense of what the said by the subject brings to the researcher. In this movement, they were highlighted out in the descrip tions Units of Sense, with which we weave the Significant Units, understood as the said in Units of Sense. Attentive to the individualities of each Significant Units, but considering them with each other, we saw possibilities of convergence, which when upd ated revealed groups that made explicit ideas. By means of three convergence movements, in which an articulating thinking about the inquired phenomenon was increasingly extended, four structuring nuclei of the same, which we called Nuclear Ideas, were form ed: they are the ways in which the movement is evidenced; the perceptions that are evident, that constitute a ground for new perceptions and for arguments; the unit that embraces the subject - mover and what is available to the movement; the constitution of knowledge when working with Dynamic Geometry. In interpreting and weaving understandings about each of these Nuclear Ideas, and on their interweaving, we present to the reader the understanding that was constituted in the length of the research on the prop osed interrogation and on what it inquires, explaining the motricity as a way of “spatializing” a subject moving - perceiving - reflecting - understanding - expressing, which shows that the movement - perception - knowledge phenomenon is shown as a unit in the now of the acts performed by that subject.
Descrição
Palavras-chave
Educação matemática, Geometria dinâmica, Fenomenologia, Percepção, Movimento, Motricidade, Mathematics education, Dynamic geometry, Phenomenology, Perception, Movement, Motricity