Exploring the concept of dilation with elementary school students : an approach to dynamic applications inspired by the visual culture

Autor: Izar, Soraya Barcellos
Přispěvatelé: Bairral, Marcelo Almeida, Pereira, Jos? Valter, Oliveira, Esequiel Rodrigues
Jazyk: portugalština
Rok vydání: 2014
Předmět:
Zdroj: Biblioteca Digital de Teses e Dissertações da UFRRJ
Universidade Federal Rural do Rio de Janeiro (UFRRJ)
instacron:UFRRJ
Popis: Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2021-03-24T22:43:41Z No. of bitstreams: 1 2014 - Soraya Barcellos Izar.pdf: 5245761 bytes, checksum: 123e23056df772f1c4715b4d9067d099 (MD5) Made available in DSpace on 2021-03-24T22:43:42Z (GMT). No. of bitstreams: 1 2014 - Soraya Barcellos Izar.pdf: 5245761 bytes, checksum: 123e23056df772f1c4715b4d9067d099 (MD5) Previous issue date: 2014-04-29 Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES, Brasil) Information and Communication Technologies are changing the scenario of several knowledge areas, particularly Mathematics Education. Working geometric concepts with computer resources became more dynamic and challenging. It is important that new activity proposals are developed and put into practice with the aim of stimulating the view of geometric properties and characteristics by students from the initial series. Given the viewing difficulties of the students of the classes where the researcher was regent, it emerged the idea of stimulating activities with resources that promote the viewing of characteristics and properties of the pictures and represented objects. In this research we developed a proposal for addressing dilation with dynamic applications articulated with the elements of visual culture. The dilation was chosen because it is the basis for the construction of concepts such as graphic scales and conical projections developed in the 9th year of elementary school and high school. The intervention research used the dilation as a guiding content and it happened during the school year of 2013, initially with students (11-13 years old) of the 6th year of elementary school at CAp-UERJ. The students were also observed during the 7th year. Data were collected through the researcher's field journal, audio and video recordings and responses of the proposed activities. The analysis was restricted to the mediating artifacts and the interaction as a learning potentiator. The proposition proved fruitful concerned to understanding of the students about the elements and characteristics, as well as the shape and size of the transformed picture, proportionally enlarged or reduced compared to the original picture. The research highlights the importance of exploring multimodality, favored by the visual culture of dilation approach. It also points out the potentiation of the interaction of students in the developed activities, for example, with the use of Blogs and other sites and more intense use of applications as part of the activities. As Tecnologias da Informa??o e Comunica??o est?o modificando o cen?rio de v?rias ?reas do conhecimento, particularmente a Educa??o Matem?tica. Trabalhar conceitos geom?tricos com recursos inform?ticos ficou mais din?mico e desafiador. ? importante que novas propostas de atividades sejam elaboradas e colocadas em pr?tica com o objetivo de estimular a visualiza??o das propriedades e caracter?sticas geom?tricas pelos alunos j? nas s?ries iniciais. Diante das dificuldades de visualiza??o de estudantes das turmas onde a pesquisadora era regente, surgiu a ideia de dinamizar as atividades com recursos que promovessem a visualiza??o de caracter?sticas e propriedades das figuras e objetos representados. Nesta pesquisa elaboramos uma proposi??o para a abordagem de homotetia com aplicativos din?micos articulados a elementos da cultura visual. A homotetia foi escolhida por ser a base para a constru??o de conceitos como escalas gr?ficas e proje??es c?nicas, desenvolvidos no 9?ano do ensino fundamental e no ensino m?dio. A pesquisa de interven??o utilizou a homotetia como conte?do norteador e aconteceu ao longo do ano letivo de 2013 inicialmente com alunos do 6? ano (11-13 anos), acompanhando-os no 7? ano do ensino fundamental do CAp-UERJ. Os dados foram coletados atrav?s do di?rio de campo da pesquisadora, grava??es em ?udio e v?deo e respostas das atividades propostas. A an?lise esteve circunscrita aos artefatos mediadores e ? intera??o como potencializadora do aprendizado. A proposi??o mostrou-se frut?fera no que tange a compreens?o, pelos alunos, dos elementos e caracter?sticas da transforma??o, assim como a forma e o tamanho da figura transformada, proporcionalmente ampliada ou reduzida, em rela??o ? figura original. A pesquisa ressalta a import?ncia de explorarmos a multimodalidade favorecida pela cultura visual na abordagem de homotetia, bem como potencializarmos a intera??o dos alunos nas atividades desenvolvidas, por exemplo, com o uso de Blogs ou demais s?tios e o maior manuseio dos aplicativos integrantes das atividades.
Databáze: OpenAIRE
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