Teaching proposal in triangles and quadrilaterals in the 6th year of elementar education using the GeoGebra platform

Authors

DOI:

https://doi.org/10.14393/BEJOM-v5-2024-71674

Keywords:

Digital technology, mathematical education, plane geometry

Abstract

We understand that the use of digital technologies in mathematics classes, a  theme of various research in Education and Mathematics Education, seeks, primarily, to integrate the contemporary student into the use of the potential of software and computers in the teaching and learning process. In this report, the elaboration of a didactic proposal  and its results in student learning and in the training of authors are discussed. The objective of this work is to report the elaboration, development, results and discussion of a didactic proposal for the 6th year of Elementary School on the topic “triangles and quadrilaterals”, with the help of the GeoGebra software. GeoGebra software is a free source application that promotes the sharing and publication of materials and constructions that can be used by teachers in their classrooms. The results demonstrate that the mediation of teachers during the proposal was very important in the teaching and learning process in the computational environment.

Downloads

Download data is not yet available.

Author Biographies

Arianne Vellasco-Gomes, Universidade Federal de Uberlândia

 She is currently an effective teacher and works as coordinator of OBMEP at the Colégio de Aplicação Escola de Educação Básica at the Federal University of Uberlândia - CAP ESEBA/UFU. He is a member of the Editorial Board of the Journal of the GeoGebra International Institute of Rio Grande do Norte, ISSN: 2447-8318. Since 2020, she has been coordinator of the "Study and Research Group for Teaching Learning in Mathematics Education" (GEPEAEM), at CAP ESEBA/UFU. He is a member of the Research Groups "cf@fc - Fractional Calculus and Applications" at UNESP/SP and "GeoGebra Platform in teaching Mathematics and Technologies at Ufersa/RN. He is part of the PIBID group - Institutional Scholarship Program for Initiation to Teaching, 2022 to 2024, who works in the school unit in a multi and interdisciplinary way between the subjects of Mathematics and Physics. She was coordinator of the mathematics area EM 2021 and worked in the "Group of Studies, Research and Technological Innovations" (GEPIT) of CAP ESEBA/ UFU. Education: PhD in Materials Science and Technology (Mathematics Applied to Quantum Physics), Unesp-Campus Bauru/SP, 2018; Master in Biometrics (Mathematics Applied to biological systems), Unesp-Campus Botucatu/SP, 2014 and Graduated in Degree in Mathematics, UNESP-Campus Bauru/SP, 2011. Worked at the Agrotechnical School of the Federal University of Roraima - EAGRO/RR, Murupu campus, in 2019, where he taught Calculus classes for the higher technological course in Agroecology and Mathematics for High School and PROEJA. He worked at the Faculty of Technology of the State of São Paulo (FATEC), Campus Bauru/SP, where he taught subjects on Fundamentals of Calculus and Differential and Integral Calculus I and II, over a period of two years (2014 and 2015). He worked in the research group on Psychology of Mathematics Education, with an emphasis on Problem Solving and School Mathematics.

Matheus Carvalho Carrijo Silveira, Universidade Federal de Uberlândia

Currently, he is an undergraduate student in Mathematics - Degree at the Federal University of Uberlândia. He participated as a volunteer in the Institutional Teaching Initiation Scholarship Program (PIBID) for 18 months, from 2022 to 2024. He completed scientific initiation linked to the research project Continuing training of teachers who teach mathematics: a study from a historical-cultural perspective (APQ -03108-17) for 14 months, from 2023 to 2024. Participates in the Study and Research Group on Mathematics Teaching and Pedagogical Activity (GEPEMAPe/UFU). He is a member of the organizing team for the Problem Solving with GeoGebra extension projects since 2022 and LEM de Portas Abertas since 2023.

Fabiana Fiorezi de Marco, Universidade Federal de Uberlândia

Post-Doctorate in Education, area of ​​concentration in Science and Mathematics Teaching from FE/USP (2015). PhD (2009) and Master (2004) in Mathematics Education from the State University of Campinas; Specialist in Applied Mathematics (1996) and in Mathematics Education (1998) from the University of Franca; Degree in Mathematics from the University of Franca (1995). She is currently an Associate Professor at the Faculty of Mathematics at the Federal University of Uberlândia, a supervising professor at the Institutional Scholarship Program for Teaching Initiation, member of the UFU Teaching Forum and deputy coordinator of GT07 - Training of Teachers who Teach Mathematics, of the Brazilian Society of Mathematics. Mathematics Education (SBEM). He serves as a member of the permanent body in the Postgraduate Program in Education and in the Postgraduate Program in Science and Mathematics Teaching. Editor-in-chief of the magazine Ensino em Re-Vista; member of the board of directors of Revista Obutchénie: Journal of Didactics and Pedagogical Psychology. He coordinates the Study and Research Group on Mathematics Teaching and Pedagogical Activity (GEPEMAPe/UFU) and is a member of the Study and Research Group on Pedagogical Activity (GEPAPe/USP/SP). He has experience in basic education and higher education, developing teaching, research and extension work, with an emphasis on teaching and learning processes and teacher training, working mainly on the following topics: mathematics education; teaching and learning Mathematics; Problem solving; educational technology; games in teaching mathematics; activity theory; and, historical-cultural theory. 

References

BORBA, Marcelo de Carvalho; PENTEADO, Miriam Godoy. Informática e Educação Matemática. 1ª Ed. Belo Horizonte: Autêntica, 2001.

GONÇALVES, William Vieira. O transitar entre a Matemática do Matemático, a Matemática da Escola e a Matemática do GeoGebra: Um estudo de como Professores de Matemática lidam com as possibilidades e limitações do GeoGebra. 2016. 240 f. Tese (Doutorado em Educação para a Ciência) – Universidade Estadual Paulista “Júlio de Mesquita Filho” - Faculdade de Ciências, Bauru/SP.

HOHENWARTER, Markus; PREINER, Judith. Dynamic Mathematics with GeoGebra. The Journal of Online Mathematics and Its Applications. 2007.

MARCO, Fabiana Fiorezi de. Atividades computacionais de ensino na formação inicial do professor de Matemática. 2009. 211 f. Tese (Doutorado em Educação) – Faculdade de Educação. Universidade Estadual de Campinas, Campinas.

MARCO, Fabiana Fiorezi de; LOPES, Anemari Roesler Luersen Vieira. Pesquisa em Educação Matemática e Psicologia Histórico-Cultural: alguns apontamentos. Educação Matemática Pesquisa, São Paulo, v.17, n.3, p. 456- 471, 2015.

NOGUEIRA, Cleia Alves. Ensino de geometria: concepções de professores e potencialidades de ambientes informatizados. 2015. 155 f. Dissertação (Mestrado em Educação) – Faculdade de Educação. Universidade de Brasília, Brasília.

PROCHNOW, Dulcineia Salla; ALVES, Rozane da Silveira. O GeoGebra como recurso criativo para professores ensinar Geometria. In: III CONGRESSO BRASILEIRO GEOGEBRA / X DIA GEOGEBRA IBEROAMERICANO. 2022, Caruaru.

SANTOS, Letícia Rodrigues; ANDRADE, Elisângela Ladeira de Moura; FERNANDES. Juliana Cristina da Costa Fernandes; LIMA, Emmanuela Ferreira de. As contribuições da Teoria da Aprendizagem de Lev Vygotsky para o desenvolvimento da competência em informação. Revista Brasileira de Biblioteconomia e Documentação, São Paulo, v. 17. 1-15 p, 2021.

SOUZA, Flávia Dias de; MORETTI, Vanessa Dias. Teoria Histórico-Cultural e Educação Matemática: diálogos possíveis na formação de professores. Revista Venezolana de Investigación en Educación Matemática, v. 1, n. 2, 1-27 p, 2021.

ZAQUEU, Ana Cláudia Molina. O programa institucional de bolsas de iniciação à docência (PIBID) na formação de professores de matemática: perspectivas de ex-bolsistas. 2014. 267 f. Dissertação (Mestrado em Educação Matemática). Instituto de Geociências e Ciências Exatas. Universidade Estadual Paulista. Rio Claro.

Downloads

Published

2024-07-12

How to Cite

VELLASCO-GOMES, A.; SILVEIRA, M. C. C.; MARCO, F. F. de. Teaching proposal in triangles and quadrilaterals in the 6th year of elementar education using the GeoGebra platform. BRAZILIAN ELECTRONIC JOURNAL OF MATHEMATICS, Uberlândia, v. 5, n. especial - SiTAPEM, p. 118–132, 2024. DOI: 10.14393/BEJOM-v5-2024-71674. Disponível em: https://seer.ufu.br/index.php/BEJOM/article/view/71674. Acesso em: 23 nov. 2024.

Issue

Vol. 5 No. especial - SiTAPEM (2024): Trajectories and Learning Experiences of Mathematics Teachers

Section

Dossiê - SiTAPEM

License

Copyright (c) 2024 Arianne Vellasco-Gomes, Matheus Carvalho Carrijo Silveira, Fabiana Fiorezi de Marco

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

The published articles are licensed under the CreativeCommons CCBY-NC/4.0 version. By submitting the material for publication, the authors automatically waive their copyright, agree to the editorial guidelines of the journal, and assume that the text has been properly reviewed. Simultaneous submission of articles to other journals is prohibited, as is the translation of articles published in the journal into another language without proper authorization.