UEPS: aprendizagem significativa da trigonometria aplicada ao futebol

Abstract

In the research that gave rise to this dissertation, the contributions of a Potentially Significant Teaching Unit were evaluated to promote the meaninful learning of trigonometry applied to soccer. A Potentially Significant Teaching Unit was elaborated in which the students were active subjects in the construction of own knowledge, using their previous knowledge, following the theory of meaninful learning proposed by Ausubel (2003). The study developed by Masetto (1992), Barbosa and Neto (1995) and Morellatti (2001), showed the high index of failure and withdrawal of Integral and Differential Calculus. According to research carried out with professors, students and monitors of the discipline of Integral and Differential Calculus, and that pointed to trigonometry as one of the structuring contents for the learning of the discipline in question, there was a concern to combine this content with something that aroused students' interest in learning, football. It was possible to confirm that the Potentially Significant Teaching Unit, planned and applied to the students of the ninth year of elementary school, showed signs of potentially meaninful learning through the conceptual maps developed by the students in the course and at the end of the application. For the analysis of the conceptual maps, we opted for the adoption of the topological taxonomy elaborated by Cañas et al. (2006) and Miller (2008). Another indication that meaninful learning occurred was the concepts obtained by the students, after applying the Potentially Significant Teaching Unit, in comparison to concepts obtained in previous years. As a final product, a didactic guide was elaborated, which can serve as a resource to be used by other teachers, as main or complementary didactic material, for the approach of trigonometry in Basic Education.