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O contributo do geogebra para a aprendizagem da geometria no 5º ano de escolaridade
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O ensino da geometria é fundamental para a formação matemática dos alunos, sendo que as tecnologias educativas, como o GeoGebra, podem facilitar significativamente a aprendizagem, sobretudo em disciplinas que envolvem representações visuais e a manipulação de figuras. O GeoGebra, enquanto software de matemática dinâmica, alia a interatividade à exploração visual, promovendo um ambiente de aprendizagem mais envolvente e eficaz. O presente estudo teve como objetivo investigar e avaliar o impacto da utilização de ambientes de geometria dinâmica (GeoGebra) na aprendizagem da Matemática por alunos do 5.º ano, com enfoque nos temas “Geometria e Medida” e “Figuras no plano”. Para aferir esse impacto, foram aplicados dois testes de avaliação: um inicial, realizado antes da implementação de um conjunto de tarefas com o GeoGebra, e um final, após a conclusão das atividades. O estudo envolveu dois grupos de alunos (um grupo experimental e um grupo de controlo), num total de 70 estudantes do 5.º ano do Agrupamento de Escolas de Sines, durante o ano letivo de 2024/2025. Procurou-se responder à seguinte questão: qual o impacto do uso do software GeoGebra na aprendizagem dos alunos no tópico “Figuras no plano”? A hipótese considerada foi a seguinte: os alunos que utilizam o software GeoGebra obtêm melhores resultados, do que os que não o utilizam. A análise demonstrou melhorias em ambos os grupos, com um progresso médio mais acentuado no grupo experimental. Embora a diferença não tenha sido estatisticamente significativa, a dimensão do efeito foi elevada (Cohen's d = 1,32). Conclui-se, que a utilização do GeoGebra contribuiu para um maior envolvimento e melhor desempenho dos alunos na aprendizagem da geometria. Observou-se também uma melhoria na autonomia e no envolvimento dos alunos do grupo experimental ao longo das atividades desenvolvidas com o GeoGebra.
Geometry teaching is fundamental to students' mathematical development, and educational technologies such as GeoGebra can significantly facilitate learning, especially in subjects involving visual representations and the manipulation of figures. GeoGebra, as a dynamic mathematics software, combines interactivity with visual exploration, promoting a more engaging and effective learning environment. This study aimed to investigate and evaluate the impact of using dynamic geometry environments (GeoGebra) on mathematics learning by 5th-grade students, focusing on the topics "Geometry and Measurement" and "Figures on the Plane." To assess this impact, two assessment tests were administered: an initial one, conducted before implementing a set of tasks with GeoGebra, and a final one, after the activities were completed. The study involved two groups of students (an experimental group and a control group), totaling 70 5th-grade students from the Sines School Group, during the 2024/2025 school year. We sought to answer the following question: What is the impact of using GeoGebra software on student learning in the topic "Figures on the Plane"? The hypothesis considered was: students who use GeoGebra software achieve better results than those who do not. The analysis demonstrated improvements in both groups, with a greater average progress in the experimental group. Although the difference was not statistically significant, the effect size was large (Cohen's d = 1.32). We conclude that the use of GeoGebra contributed to greater student engagement and better performance in geometry learning. An improvement in the autonomy and engagement of students in the experimental group was also observed throughout the activities developed with GeoGebra.
Geometry teaching is fundamental to students' mathematical development, and educational technologies such as GeoGebra can significantly facilitate learning, especially in subjects involving visual representations and the manipulation of figures. GeoGebra, as a dynamic mathematics software, combines interactivity with visual exploration, promoting a more engaging and effective learning environment. This study aimed to investigate and evaluate the impact of using dynamic geometry environments (GeoGebra) on mathematics learning by 5th-grade students, focusing on the topics "Geometry and Measurement" and "Figures on the Plane." To assess this impact, two assessment tests were administered: an initial one, conducted before implementing a set of tasks with GeoGebra, and a final one, after the activities were completed. The study involved two groups of students (an experimental group and a control group), totaling 70 5th-grade students from the Sines School Group, during the 2024/2025 school year. We sought to answer the following question: What is the impact of using GeoGebra software on student learning in the topic "Figures on the Plane"? The hypothesis considered was: students who use GeoGebra software achieve better results than those who do not. The analysis demonstrated improvements in both groups, with a greater average progress in the experimental group. Although the difference was not statistically significant, the effect size was large (Cohen's d = 1.32). We conclude that the use of GeoGebra contributed to greater student engagement and better performance in geometry learning. An improvement in the autonomy and engagement of students in the experimental group was also observed throughout the activities developed with GeoGebra.
Descrição
Dissertação de mestrado, Educação e Tecnologias Digitais - EaD, 2025, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Envolvimento dos alunos Desempenho escolar Geometria dinâmica Tecnologia educativa Ensino da geometria Dissertações de mestrado - 2025