O processo de construção do conhecimento geométrico de estudantes do ensino médio com o GeoGebra

Abstract

The research aims to use digital technologies in teaching Mathematics with GeoGebra in High School. The research had a qualitative and participatory approach and was developed as a Training Itinerary in the Geometric Constructions in Everyday Life elective, with the aim of identifying Constructionist actions in the construction of geometric knowledge to reflect on student productions in activities developed with GeoGebra in an elective class. composed of students from the 1st and 2nd years of high school, in which some student constructions selected by the researcher were analyzed, aiming to answer the following question: How did GeoGebra contribute to the process of building students' knowledge? Based on Constructionism, created by Papert, as the student builds their knowledge using means that stimulate them and that hold meaning. Valente, a precursor of Constructionism who created the learning cycle that later gave rise to the learning spiral, highlights the importance of the student “getting their hands dirty” in which, through experimenting with their autonomy and creativity, they will discover concepts and conjectures. It was developed based on participant observation in three moments: First moment: presentation of the GeoGebra website and community, in addition to the procedures necessary to install the program on computers and cell phones. Second moment: presentation of its basic functionalities and activities were carried out with basic geometric constructions in order to teach students how to manipulate the program and remember geometry concepts. Third moment: application of an activity related to everyday life with the creation of a roof with a rectangular slab. The research was developed in five meetings with double classes. The concepts of midpoint, perpendicular bisector, median, triangle congruence and similarity, ratio and proportion were worked on, as well as the theorems of Thales and Pythagoras. The data was produced through photos, notes and at the end of the meetings, recording the narration of the activities and dialogues that took place in the laboratory and production of activities with GeoGebra. After talking about the construction of some students, it was possible to verify that the movement of the construction in this environment makes the students verify the conservation of important geometric properties, starting, from experimentation, to question themselves about the properties, to formalize conjectures. capable of verification and to plan, with solid arguments, the solution of problems.