dc.contributorUtsumi, Miriam Cardoso
dc.contributorhttp://lattes.cnpq.br/7990278071583200
dc.contributorhttp://lattes.cnpq.br/3993140998810167
dc.creatorSilva, Girleide Maria da
dc.date.accessioned2017-06-26T17:30:56Z
dc.date.available2017-06-26T17:30:56Z
dc.date.created2017-06-26T17:30:56Z
dc.date.issued2016-02-12
dc.identifierSILVA, Girleide Maria da. Um estudo sobre o uso do GeoGebra na aprendizagem de geometria analítica no ensino médio. 2016. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8870.
dc.identifierhttps://repositorio.ufscar.br/handle/ufscar/8870
dc.description.abstractThis study investigated, in a quantitative-qualitative approach of a descriptive nature, the influence of Mathematics teaching combined with technological resources in the learning of some contents of Analytical Geometry. The aim of this study was to analyze the extent to which the software GeoGebra contributed to the learning of the content of point and line. Two groups of the daytime period of the 3rd grade of high school participated in the study of a public school in a city of São Paulo. Both classes were submitted to a Sequence of Activities that considered the different Registers of Semiotic Representation, according to Raymond Duval's Theory. The first group (T1), worked with activities in instructional and constructional approaches using GeoGebra, while the other (T2) worked the activities using pencil and paper. The data were obtained from a questionnaire about the participants' profile, a Pre-Test, Intermediate Evaluation and a Post-Test. Group 1 started the sequence with 0.15 points in relation to the average of the participants of Class 2, and ended with 0.71 points, that is, very close. We consider that for the two classes, the concepts were learned, since the averages in the post-test were 7.90 and 7.19, respectively. It was verified that in the questions that approached the abilities of visualization (locate, identify) and construction (trace, represent), Group 1 presented higher averages than the participants of Group 2, however in the questions that required calculation ability, Group 2 obtained better averages . In this way, we consider that GeoGebra contributed to the learning of point and straight contents, favoring the representation of mathematical objects in different registers. However, we believe that it should be associated with other methodologies that account for the students' comprehension and appropriation of calculation ability, which only the use of the software did not contribute to develop.
dc.languagepor
dc.publisherUniversidade Federal de São Carlos
dc.publisherUFSCar
dc.publisherPrograma de Pós-Graduação Profissional em Educação - PPGPE
dc.publisherCâmpus São Carlos
dc.rightsAcesso aberto
dc.subjectEducação matemática
dc.subjectAprendizagem
dc.subjectRegistros de representação semiótica
dc.subjectGeoGebra
dc.subjectMathematics education
dc.subjectLearning
dc.subjectSemiotics representation registers
dc.titleUm estudo sobre o uso do GeoGebra na aprendizagem de geometria analítica no ensino médio
dc.typeTesis


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