Movimento do pensamento em nível téorico do conceito de ângulo: uma proposta de ensino desenvolvimental em articulação com a atividade orientadora de ensino no sexto ano do ensino fundamental
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Arquivos
Data
2022-11
Tipo de documento
Dissertação
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Ciências Humanas
Modalidade de acesso
Acesso fechado
Editora
Autores
Back, Tiago
Orientador
Rosa, Josélia Euzébio da
Coorientador
Resumo
A presente pesquisa fundamenta-se no movimento do pensamento matemático em nível
teórico-científico do conceito de ângulo, por meio do desenvolvimento de um experimento
didático em uma escola da rede estadual de ensino situada na cidade de Tubarão/SC, com 6
estudantes do 6º ano do Ensino Fundamental. A pesquisa se guiou pela seguinte pergunta:
como promover o movimento do pensamento, em nível teórico, durante o ensino e
aprendizagem da grandeza ângulo, por meio de uma proposta de Ensino Desenvolvimental em
articulação com a AOE no sexto ano do Ensino Fundamental? Para tanto, possui como
objetivo investigar um modo de organização de ensino do conceito científico de ângulo em
nível teórico, fundamentado na Teoria do Ensino Desenvolvimental e na Atividade
Orientadora de Ensino. Desse modo, sua base de análise foi um experimento didático
desenvolvido por meio de quatro Situações Desencadeadoras de Aprendizagem em
articulação com as seis ações de Davídov. As quatro primeiras ações foram desenvolvidas por
meio de dois jogos objetais sensoriais, um jogo no computador e uma história virtual do
conceito. A quinta e a sexta ação foram contempladas durante todo o experimento formativo
por meio de análises, intervenções e orientações. O experimento foi desenvolvido em sala de
aula e no laboratório de informática, e a comunicação entre os estudantes participantes e o
professor orientador foi registrada com apoio de câmeras, diário de bordo e aparelhos
celulares para capturar áudios. A análise aponta que os estudantes, com base na necessidade
de localização, abstraíram a gênese do conceito de ângulo: o movimento de rotação. Pela
aprendizagem dos elementos que compõem o sistema conceitual, os participantes
desenvolveram componentes condizentes ao pensamento em nível teórico em razão da
apropriação do conceito da grandeza ângulo por meio da relação que fizeram entre esses
elementos e a necessidade de quantificar esse movimento.
The present research is based on the movement of mathematical thinking at the theoretical scientific level of the concept of angle, through the development of a didactic experiment in a school of the state education network located in the city of Tubarão/SC, with 6 students from the 6th grade. year of elementary school. The research was guided by the following question: how to promote the movement of thought, at a theoretical level, during the teaching and learning of the great angle, through a proposal of Developmental Teaching in conjunction with the AOE in the sixth year of Elementary School? Therefore, it aims to investigate a way of organizing the teaching of the scientific concept of angle at a theoretical level, based on the Theory of Developmental Teaching and on Teaching Guiding Activity. Thus, its analysis base was a didactic experiment developed through four Learning Triggering Situations in articulation with the six actions of Davídov. The first four actions were developed through two sensory object games, a computer game and a virtual history of the concept. The fifth and sixth actions were contemplated throughout the formative experiment through analyses, interventions and guidelines. The experiment was carried out in the classroom and in the computer lab, and the communication between the participating students and the tutor was recorded with the support of cameras, logbooks and cell phones to capture audios. The analysis shows that the students, based on the need for location, abstracted the genesis of the concept of angle: the rotation movement. By learning the elements that make up the conceptual system, the participants developed components consistent with thinking at a theoretical level due to the appropriation of the concept of the magnitude angle through the relationship they made between these elements and the need to quantify this movement.
The present research is based on the movement of mathematical thinking at the theoretical scientific level of the concept of angle, through the development of a didactic experiment in a school of the state education network located in the city of Tubarão/SC, with 6 students from the 6th grade. year of elementary school. The research was guided by the following question: how to promote the movement of thought, at a theoretical level, during the teaching and learning of the great angle, through a proposal of Developmental Teaching in conjunction with the AOE in the sixth year of Elementary School? Therefore, it aims to investigate a way of organizing the teaching of the scientific concept of angle at a theoretical level, based on the Theory of Developmental Teaching and on Teaching Guiding Activity. Thus, its analysis base was a didactic experiment developed through four Learning Triggering Situations in articulation with the six actions of Davídov. The first four actions were developed through two sensory object games, a computer game and a virtual history of the concept. The fifth and sixth actions were contemplated throughout the formative experiment through analyses, interventions and guidelines. The experiment was carried out in the classroom and in the computer lab, and the communication between the participating students and the tutor was recorded with the support of cameras, logbooks and cell phones to capture audios. The analysis shows that the students, based on the need for location, abstracted the genesis of the concept of angle: the rotation movement. By learning the elements that make up the conceptual system, the participants developed components consistent with thinking at a theoretical level due to the appropriation of the concept of the magnitude angle through the relationship they made between these elements and the need to quantify this movement.
Palavras-chave
Situação Desencadeadora de Aprendizagem, Tarefa de Estudo, Educação matemática, Experimento didático, Conceito teórico de ângulo