Sequência de atividades didáticas para o ensino de geometria e desenho geométrico em um ambiente de geometria dinâmica e álgebra

Abstract

We present in this work the results of an Educational Design Research (PDE) that suggests a way to solve difficulties in the teaching of geometric concepts through a software that implements an Algebra and Dynamic Geometry Environment (AGDA). This type of computational resource which is available by the Geogebra software, for example, is an easy tool that fosters learning, once it allows the dynamic manipulation of geometric representations. Besides, we understand that knowing how to use an AGDA is important because this resource is a powerful and highly intuitive tool that may be used by the student throughout his/her academic life to solve problems that surpass Geometry and Geometric Design. More specifically, the Geogebra software is also a tool for the production and analysis of graphs, functions and number and symbolic calculus. Thus, the didactic activities (AD) that were developed in this work also aim at the development of competences in the Geogebra software. Once we understand that the development of competences with a tool like this is only possible by the regular and systematic use, we have made a sequence of ADs composed of 34 activities, 16 for the 8th year of elementary school and 18 for the 9th year, which must be used in synchrony with the curricular programs of Geometry and Geometric Design disciplines. The ADs and their underlying procedures were used with four groups of the 8th year and four groups of the 9th year of the elementary school along every school year, in the years 2014 (the pilot project), 2015 and 2016 in a public federal institution of basic education in Rio Grande do Sul, making a total of approximately 624 students, throughout the three years. All the analyzed data in this work belong to the year 2015 study, with 186 students. The results of this application prove that it is possible and feasible to use AD in the Geogebra software in the final years of Elementary School, (1) contemplating the objects of knowledge on a regular basis to teaching for a long and continuous period, articulating the curricular (2) creating contextualized ADs that facilitate the learning of geometric concepts through the construction, visualization and manipulation of mathematical objects, which remain in the school to be Used at any time and by other teachers, (3) promoting the development of skills linked to the use of technological resources since Basic Education, competence is widely charged in their life. In addition to motivating students to study the topics of the disciplines.