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A aprendizagem da função quadrática com recurso ao Geogebra Classroom e as atitudes dos alunos face à matemática
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Este estudo teve o objetivo de analisar o impacto da utilização do GeoGebra (GGB) Classroom no ensino/ aprendizagem da Matemática, em particular nas atitudes dos alunos e na sua aprendizagem dos conceitos da temática das funções, no ensino secundário.
Para analisar esse impacto foram realizados testes de atitudes e de desempenho (pré-testes) antes da implementação de um conjunto de tarefas exploratórias no GeoGebra Classroom com incidência na transformação de funções, nas funções quadráticas, resolução de problemas envolvendo funções quadráticas e modelação com a função quadrática. Esta experiência de ensino foi realizada num grupo de 41 alunos do 10.º ano do Curso de Ciências e Tecnologias entre março e maio de 2023. Após a implementação foram realizados pós-testes de atitudes e desempenho.
Através do tratamento estatístico dos resultados procurou-se responder às três questões colocadas. 1.Qual o impacto da utilização do GeoGebra Classroom nas atitudes dos alunos face à matemática e à tecnologia? 2. Qual o impacto da utilização do GeoGebra Classroom na aprendizagem matemática dos alunos no estudo das funções quadráticas? 3. Existe correlação entre as atitudes e aprendizagem/desempenho dos alunos? A análise dos resultados permitiu concluir que a atitude geral dos alunos face à matemática e à tecnologia se tornou mais positiva na subescala do envolvimento afetivo e menos positiva face à utilização do GeoGebra Classroom; que o desempenho aumentou de forma muito significativa; e que se verificaram correlações positivas entre as atitudes e os diversos domínios de desempenho, para as subescalas envolvimento comportamental e confiança em matemática.
This work aims to analyze the impact of the use of GeoGebra ( Classroom in the teaching/ learning of Mathematics, in particular in students’ attitude and their learning of concepts of the topics of functions, in secondary education. To analyze this impact, attitude and knowledge tests (pre tests) were implemented before a learning experience involving quadratic functions, solving equations and ine quations of the second degree, solving problems involving quadratic functions and modeling with quadratic function for about three weeks, using GeoGebra Classroom as exploratory guided learning strategy. This intervention was carried out in a group of 41 students of the 10 th grade of the Science and Technology Course between March and May 2023. After the implementation, attitudes and knowledge post tests ware carried out. Statistical analyses were carried out on the data and conclusions w ere drawn to answer the research questions posed: 1. What is the impact of using GeoGebra Classroom on students’ attitudes towards mathematics and technology? 2. What is the impact of using GeoGebra Classroom on the mathematical learning of students in the study of quadratic functions? 3. Is there a correlation between attitudes and student learning/performance? The results show that the general attitude of students towards mathematics and technology became more positive in the subscale of affective involvement and less positive in relation to the use of the GeoGebra Classroom, the performance increased very significantly, there were positive correlations between attitudes and the various performance domains, for the behavioral involvement subscale and confidence in mathematics subscale.
This work aims to analyze the impact of the use of GeoGebra ( Classroom in the teaching/ learning of Mathematics, in particular in students’ attitude and their learning of concepts of the topics of functions, in secondary education. To analyze this impact, attitude and knowledge tests (pre tests) were implemented before a learning experience involving quadratic functions, solving equations and ine quations of the second degree, solving problems involving quadratic functions and modeling with quadratic function for about three weeks, using GeoGebra Classroom as exploratory guided learning strategy. This intervention was carried out in a group of 41 students of the 10 th grade of the Science and Technology Course between March and May 2023. After the implementation, attitudes and knowledge post tests ware carried out. Statistical analyses were carried out on the data and conclusions w ere drawn to answer the research questions posed: 1. What is the impact of using GeoGebra Classroom on students’ attitudes towards mathematics and technology? 2. What is the impact of using GeoGebra Classroom on the mathematical learning of students in the study of quadratic functions? 3. Is there a correlation between attitudes and student learning/performance? The results show that the general attitude of students towards mathematics and technology became more positive in the subscale of affective involvement and less positive in relation to the use of the GeoGebra Classroom, the performance increased very significantly, there were positive correlations between attitudes and the various performance domains, for the behavioral involvement subscale and confidence in mathematics subscale.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade em Educação e Tecnologias Digitais), 2023, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Aprendizagem da matemática Funções (Matemática) Tecnologias digitais Geometria Dissertações de mestrado - 2023