A carregar...
Publicação
O Geogebra, um recurso à aprendizagem dos triângulos no 2.º ciclo
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 5.86 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Este Relatório Final de Estágio foi elaborado com o objetivo de concluir o mestrado em Ensino do 1.º Ciclo de Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico. Encontra-se organizado em duas grandes partes, sendo a primeira dedicada à reflexão crítica sobre as práticas desenvolvidas ao longo das Unidades Curriculares destinadas ao ensino supervisionado e a segunda, referente à investigação que deu resposta à questão-problema “Qual o contributo do Geogebra no processo de aprendizagem dos triângulos, em alunos do 5.º ano do 2.º CEB?”. Na primeira parte foram descritos os vários contextos educativos e analisadas as competências desenvolvidas segundo os Padrões de Desempenho Docente. Na segunda parte, o estudo procurou compreender o contributo do Geogebra na aprendizagem da desigualdade triangular e dos critérios de congruência de triângulos por alunos do 5.º ano. Para responder ao problema inicialmente colocado foi feito um estudo de natureza qualitativa, onde os instrumentos de recolha de dados foram essencialmente as notas de campo e a observação participante. Com o estudo foi possível compreender a importância dos materiais didáticos, em específico o Geogebra, no processo de aprendizagem dos triângulos. Esse Ambiente de Geometria Dinâmica permitiu uma aprendizagem mais visual e significativa, potenciando o raciocínio geométrico, a exploração e a autonomia dos alunos. Em específico, revelou-se um meio facilitador da compreensão e construção de conhecimentos, designadamente da desigualdade triangular e dos critérios de congruência de triângulos. Possibilitou também fortalecer uma relação positiva dos alunos com a Matemática.
This Final Internship Report was prepared as part of the completion of the master’s degree in teaching for the 1st Cycle of Basic Education and in Mathematics and Natural Sciences for the 2nd Cycle of Basic Education. It is organized into two main parts. The first presents a critical reflection on the practices developed throughout the supervised teaching curricular units. The second focuses on the research carried out to answer the question: “What is the contribution of Geogebra to the learning process of triangles in 5th-grade students of the 2nd Cycle of Basic Education?” The first part describes the various educational contexts and analyses the competencies developed according to the Teacher Performance Standards. The second part examines how Geogebra supports the learning of triangle inequality and the criteria for triangle congruence in 5th-grade students. To address the research question, a qualitative study was conducted. Field notes and participant observation were the main data-collection instruments. The study made it possible to understand the importance of teaching materials, specifically Geogebra, in the process of learning about triangles. This Dynamic Geometry Environment enabled more visual and meaningful learning, enhancing students' geometric reasoning, exploration, and autonomy. Specifically, it proved to be a facilitator for understanding and constructing knowledge, namely triangular inequality and triangle congruence criteria. It also made it possible to strengthen students' positive relationship with mathematics.
This Final Internship Report was prepared as part of the completion of the master’s degree in teaching for the 1st Cycle of Basic Education and in Mathematics and Natural Sciences for the 2nd Cycle of Basic Education. It is organized into two main parts. The first presents a critical reflection on the practices developed throughout the supervised teaching curricular units. The second focuses on the research carried out to answer the question: “What is the contribution of Geogebra to the learning process of triangles in 5th-grade students of the 2nd Cycle of Basic Education?” The first part describes the various educational contexts and analyses the competencies developed according to the Teacher Performance Standards. The second part examines how Geogebra supports the learning of triangle inequality and the criteria for triangle congruence in 5th-grade students. To address the research question, a qualitative study was conducted. Field notes and participant observation were the main data-collection instruments. The study made it possible to understand the importance of teaching materials, specifically Geogebra, in the process of learning about triangles. This Dynamic Geometry Environment enabled more visual and meaningful learning, enhancing students' geometric reasoning, exploration, and autonomy. Specifically, it proved to be a facilitator for understanding and constructing knowledge, namely triangular inequality and triangle congruence criteria. It also made it possible to strengthen students' positive relationship with mathematics.
Descrição
Palavras-chave
Ensino e Aprendizagem da Matemática materiais didáticos Geogebra desigualdade triangular critérios de congruência Mathematics teaching and learning GeoGebra didactic materials triangle inequality criteria for triangle congruence