Desenvolvimento de habilidades como uso de geometria dinâmica para o ensino e aprendizagem do triângulo por meio do Geogebra

Abstract

This dissertation is the report of a research project that aimed to develop, implement and evaluate a proposal for a didactic sequence for teaching triangles to the eighth grade of Elementary School. The didactic sequence was implemented at the São Roque Professora Nilza Côvolo Kratz Full-Time School, in the city of Bento Gonçalves, RS. The research is characterized as applied in nature, with a qualitative approach and, in relation to the procedures, it is empirical with pedagogical intervention. To develop the didactic sequence, the theoretical basis sought was Freire's pedagogy of autonomy, Piaget's constructivism and Papert's constructionism. The didactic sequence aimed to promote the development of students' skills and abilities, as provided for in the National Common Curricular Base for the eighth grade, within the scope of the geometry thematic unit. To this end, the didactic sequence was divided into three stages. In the first stage, "Getting to Know GeoGebra", the resources of the GeoGebra dynamic geometry software are presented. In the second stage, "Rotation Station", the following contents are explored through six stations: condition of existence of the triangle, sum of the internal angles of a triangle and notable points (Barycenter, Incenter, Orthocenter and Circumcenter). The third stage is dedicated to the evaluation process and is called "Self-assessment and Assessment". The data collection instruments used were photographic records, the researcher teacher's field diary, constructions made in GeoGebra, students' responses contained in the activity guide and selfassessment and assessment through an open questionnaire. The data collected were analyzed using descriptive statistics techniques and qualitative analysis of the students' statements. The results obtained from the data analysis indicate that the main contributions of GeoGebra to developing geometry skills and abilities were its aspects of clarity, visualization, dynamism and precision. With this, the didactic sequence can be validated and as a result of the research, the educational product called "Didactic sequence for the development of skills with the use of dynamic geometry for teaching and learning the triangle through GeoGebra" was generated, aimed at eighth-grade Mathematics teachers of Elementary School who seek to engage their students through the use of dynamic geometry software and active learning strategies, seeking to drive the improvement of students' performance in Mathematics. [resumo fornecido pelo autor]