Ensino de trigonometria na formação do técnico em agropecuária : superando desafios e construindo significados

Abstract

This work aims to contextualize the study of trigonometry in real situations of Agriculture so that students can view the application of the concepts of trigonometry. The factor that contributed to this choice were the difficulties encountered in understanding concepts of trigonometry, by teaching this content in the 2nd year of the Technical Course in Integrated Agriculture to High School. The theoretical framework that supports the research is the theory of meaningful learning of David Ausubel, and authors whose research is related to the same. Were considered the conditions of learning in general about the history of trigonometry and applications in Agriculture, and support resources to teaching and learning of mathematics. Based on this study were developed, implemented and evaluated pedagogical strategies, aimed at active and meaningful learning, such as the Mathematical Modeling coupled with technologies. From questionnaires given to students and teachers of the course, the qualitative analysis was performed according to Bardin (2011), were organized and implemented two pedagogical interventions in order to contemplate the active and meaningful learning. The first pedagogical intervention occurred in the course of annual crops, when we analyzed the photoperiod, a natural periodic phenomenon that influences in agriculture. For this, the strategy used was the mathematical modeling coupled with technological resources (Geogebra software). The second pedagogical intervention occurred in the Topography course, when a practice field was performed, where several measurements were made in rural areas, and used the trigonometric ratios for calculating distances. The product of this work is a website where it is available, a list of contextualized problem situations about trigonometry in agriculture. It was concluded that the strategies proposed, through situations in the context of Agriculture, helped the students involved to give meaning to the concepts of Trigonometry, declaring themselves better able to analyze and intervene in the real world and showing favorable feelings and opinions About Trigonometry.