Unidades de ensino potencialmente significativas para a aprendizagem de geometria analítica

Abstract

This research presents a proposal which emerged from there searcher’s eagerness to seek a different methodology for its pedagogical practices. With that, identify what effects can be observed in the learning through planning and the use of potentially meaningful teaching units (PMTU) integrated with digital and non-digital resources. The purpose of the proposal was to evaluate the contributions of the potentially meaningful teaching units. Which were developed to improve the occurrence of compelling Analytical Geometry learning in a 11th grade (16-17 Years of age) class of a public school in Farroupilha / RS. The research has theoretical basis in Ausubel’s Theory of Meaningful Learning and in Dewey’s theory which explains learning by interest. With this fundamentation, we seek that the students to build their own knowledge by connecting to their prior knowledge. Through encouragement given by the teacher and with the necessary support resources, using the students’ own reality and seeking to give meaning to what’s learned. In order to promote the meaningful learning, Moreira (2011) proposes a didactic sequence denominated Potentially Meaningful Teaching Unit, composed of 8 interrelated stages based on the Theory of Meaningful Learning. At the beginning of the search, we applied a pilot Potentially Meaningful Teaching Unit which was used to evaluate the proposal and its stages. Afterwards, five Potentially Meaningful Teaching Units were applied. They included: Cartesian Plane, Point Study, Line Study, Circumference Study and analytical Geometry with the use of mathematical software. For the analysis of the results, it was used the data recorded in researcher’s logbook as well as the written assignments, productions, evaluations and the student’s own words. Which were described through out the application of each Potentially Meaningful Teaching Units as means to evidence the occurrence of meaningful learning. The activities were organized and planned in such way to contemplate the different resources. Being digital and non-digital, there sources contemplate the algebraic and geometric resolution as well as problem solving. At the end of the implementation of the Potentially Meaningful Teaching Units, was possible to verify that this is a likely facilitating method of meaningful learning. This method will be disseminated through a website in which all activities and pedagogical resources will be detailed so that other educators shave access and can utilize it. The research carried out presented important results regarding learning. Students who participated in the application of the Potentially Meaningful Teaching Units, showed not only a predisposition to assimilate the demonstrated concepts, but also the capacity to transfers and apply them in other learning contexts.