Navegando por Assunto "GeoGebra"

Agora exibindo 1 - 3 de 3

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Dois jogos de linguagem: a informática e a matemática na aprendizagem de função quadrática
(Universidade Federal do Pará, 2013-03-11) MELO, Luciano Augusto da Silva; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865
This research was conducted in order to identify and analyze the relationships between the languages of Mathematics and Computer Science in the context of the classroom, from the integration of information technology in learning the Quadratic Function. Therefore, the concepts involving algebraic form and graphic form of this function were observed by students as they explore the dynamic aspects of the interface Geogebra. The theoretical research was subsidized by the ideas of Pierre Lévy on intelligence technologies in the dissemination of information and knowledge, as well as the philosophical contributions of Ludwig Wittgenstein about language game. The research methodology has qualitative character set from specific criteria about the object of study and the subjects investigated. The information was obtained by means of specific questions applied in two stages, namely: before and after conducting a short course on GeoGebra. Analyses of questioning revealed that the visual aspects and movements in computer use, establish relationships between the algebraic and graphical forms of the quadratic function. However, they might realize that the numerical coefficients modify the parable and it gives meaning to the concepts studied. The use of GeoGebra allows other forms learning evidenced between the game and the Language of Mathematics Game Language Informatics in Education Mathematics.
Acesso aberto (Open Access)
Elaboración de un simulador con geogebra para la enseñanza de la fisica. El caso de la ley de coulomb
(Universidade Federal de Mato Grosso, 2020-08) SÁNCHEZ SÁNCHEZ, Ivonne Coromoto; SÁNCHEZ- NOROÑO, Irene v.
With the arrival of the 21st century, the use of digital technologies in the teaching of Mathematics and Natural Sciences is more noticeable. One of the most used types of resources is computer simulators. Research focused on the implications of the use of these digital resources in teaching little comment on the potential of the development of simulators for learning, much less the mathematics that emerges in this activity. Based on this consideration, this work describes the sequence of simulation tasks solved with GeoGebra that allow one to emulate one of the electrostatic phenomena of attraction and repulsion, linked to Coulomb's Law. The description includes the specification of the emerging mathematical content in the activity, as well as a subjective assessment of the potential of GeoGebra for learning physical phenomena and the emerging mathematical content of the experience.
Acesso aberto (Open Access)
Formação de professores com software de geometria dinâmica: conhecimentos para a docência mediados por tecnologia.
(Universidade Federal do Pará, 2023-06-01) FREITAS, Cláudio Lopes de; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
The research problematizes the training of teachers who teach mathematics in the early years of elementary school for the use of dynamic software in teaching geometry. It aimed to analyze the contributions of a continuing education course, mediated by the GeoGebra software, to mobilize pedagogical and technological knowledge of mathematical content among teachers in the initial years of Elementary School. The theoretical basis of the study followed, among other references, the contributions of the Technological Pedagogical Content Knowledge model, which challenges thinking about teacher training in the articulation of the knowledge necessary for a pedagogical practice using digital technologies. The course analyzed was offered in the first semester of 2022, online, with synchronous and asynchronous activities, with 19 students. The investigation follows the methodology of a qualitative case study, from a research-training perspective. The data collection instruments included the application of 3 questionnaires, the field diary and the recording and transcription of the course participants' interventions during the meetings. Data processing used procedures appropriate to the nature of the information collected. In quantitative analyses, descriptive statistics were used, and in qualitative analyses, Content Analysis was used, with the support of the free software IRaMuTeQ. The results indicate that the training reached teachers with a lot of experience in the initial years and interested in improving their training in the area of mathematics and technology, some even completed more than one undergraduate degree or attended postgraduate studies. Despite this, they indicated initial and continued training as limited with regard to mathematical and digital knowledge, especially about teaching mathematics to children. The results also demonstrated that course participants had greater difficulties with the contents of flat figure transformations (isometric and homothetic), exactly those that most demand the use of digital resources, limiting the exploration of these contents to the textbook. In general, gaps were observed in terms of digital literacy among course participants who demonstrated different feelings and insecurities regarding the use of technologies in teaching. After the training, participants assessed that the course showed them the possibility of integrating technology with other manipulative resources already used. They also indicated the improvement of feelings regarding technologies and the expansion of different knowledge during training, corroborating that a course on technology in teaching mathematics is not limited to mere instrumental training. Finally, the conclusions of the study indicated the need to propose a GeoGebra course aimed at teachers who teach mathematics in the initial years, with an educational product being developed to meet this need.