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Advisor(s)
Abstract(s)
Neste estudo pretendeu-se analisar as potencialidades dos Ambientes de
Geometria Dinâmica na aprendizagem da Geometria. O projecto de
intervenção incidiu em duas turmas, uma de 6º e outra de 7° ano. Para o seu
desenvolvimento foram construídas tarefas de carácter exploratório e
investigativo.
A importância da Geometria no currículo da Matemática foi discutida numa
perspectiva teórica e enquadrada pelos grandes marcos da evolução curricular
em Portugal. Discute-se ainda, as características e potencialidades dos
Ambientes de Geometria Dinâmica como ferramentas poderosas no ensino da
Geometria. O conceito de tarefa associado ao tipo de trabalho que os alunos
deverão desenvolver, complementa o enquadramento teórico deste estudo.
A metodologia adoptada foi de natureza qualitativa centrando-se em dois
estudos de caso. Os dados foram recolhidos através de observação
participante, registos áudio e vídeo, entrevistas semi-estruturadas e
documentos produzidos pelos alunos.
A análise dos dados evidenciou a manipulação e a visualização como
processos privilegiados na descoberta de relações geométricas em Ambientes
de Geometria Dinâmica. A discussão e reflexão sobre as descobertas que iam
efectuando contribuíram para uma maior consolidação do conhecimento
geométrico. Os alunos nem sempre sentiram necessidade de validar as
relações geométricas que iam descobrindo, mas quando o fizeram foi
essencialmente através da manipulação ou recorrendo à professora ou à
investigadora. Os alunos revelaram facilidade na utilização do programa e ao
longo do estudo foram abordando as tarefas de uma forma cada vez mais
autónoma.
A importância de usar os Ambientes de Geometria Dinâmica como estratégia a
ter em conta na aprendizagem da Geometria, conforme é referido nas
perspectivas curriculares actuais, é realçada neste estudo.
The aim of this study was to analyze the potentiatities of Dynamic Geometry Software in the learning of Geometry. The theoretical framework of the study integrates two main following areas: Curriculum and Materials and Tasks to learn Geometry. In the first one we discuss the importance of geometry in the Portuguese mathematics curriculum, during last decades and it's development. In the second one the different types of tasks in the classroom are identified and several studies and investigations on the use of Dynamic Geometry Software are discussed. The project was implemented in two groups, one from the 6th grade and another from the grade. Its develppment was based on investigative and exploratory tasks. The study stands on a qualitative methodology based on case studies. Data was gathered throughout participant observation, audio and video records, interviews and documents produced by the pupils. Data analysis shows that manipulation and visualization are privileged processes in the discovery of geometric relations in Dynamic Geometry Software. The discussion-and reflection of the discoveries made, contributed for a bigger consolidation of the pupils geometric knowledge. The pupils not always felt necessity in validating the geometric relations discovered. However when they wanted to validate them, it was essentially through the manipulation or appealing to the teacher or the investigator. The pupils learned easily to use the program and during the course of the study they approached the tasks in a progressively more autonomous form. The use of Dynamic Geometry Software as a valid strategy in the teaming of Geometry, as described in the current curricular perspectives, is established in this study.
The aim of this study was to analyze the potentiatities of Dynamic Geometry Software in the learning of Geometry. The theoretical framework of the study integrates two main following areas: Curriculum and Materials and Tasks to learn Geometry. In the first one we discuss the importance of geometry in the Portuguese mathematics curriculum, during last decades and it's development. In the second one the different types of tasks in the classroom are identified and several studies and investigations on the use of Dynamic Geometry Software are discussed. The project was implemented in two groups, one from the 6th grade and another from the grade. Its develppment was based on investigative and exploratory tasks. The study stands on a qualitative methodology based on case studies. Data was gathered throughout participant observation, audio and video records, interviews and documents produced by the pupils. Data analysis shows that manipulation and visualization are privileged processes in the discovery of geometric relations in Dynamic Geometry Software. The discussion-and reflection of the discoveries made, contributed for a bigger consolidation of the pupils geometric knowledge. The pupils not always felt necessity in validating the geometric relations discovered. However when they wanted to validate them, it was essentially through the manipulation or appealing to the teacher or the investigator. The pupils learned easily to use the program and during the course of the study they approached the tasks in a progressively more autonomous form. The use of Dynamic Geometry Software as a valid strategy in the teaming of Geometry, as described in the current curricular perspectives, is established in this study.
Description
Tese de mestrado em Educação (Didáctica da Matemática), apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2005
Keywords
Geometria dinâmica Aprendizagem Matemática Teses de mestrado - 2005