A interatividade do geogebra no auxílio da compreensão da trigonometria

Abstract

This dissertation aims to verify whether the use of the software GeoGebra contributes for students’ learning about the basic concepts of Trigonometry, exploring the interactivity and the dynamics which are provided by this computational tool. This work approaches a sequence of twelve teacher-made activities that allowed students to use applets (mini-apps) built by GeoGebra as a help tool to solve to activities. This activity was carried out with a group of 19 volunteer students of the 2nd year of high school of the Military School of Santa Maria, who wanted to strengthen their knowledge about the topic, once they had already studied Trigonometry in previous school years. This research was one of a pedagogic intervention type, with a qualitative and quantitative approach and aimed to investigate the percentage gain in learning related to the use of the activities by the Richard Hake Method. In order to do so, we have used before and after tests about the contents that were approached with the activities. As a result, we have observed learning gains of 66,22%.