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Os conceitos de área e de perímetro
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.45 MB | Adobe PDF |
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Abstract(s)
Este trabalho apresenta um estudo, realizado no âmbito da Unidade Curricular Estágio no 2º Ciclo, no ano letivo 2014/2015, que se desenvolveu com alunos do 5º ano de escolaridade de uma turma do 2º Ciclo do Ensino Básico. O seu principal objetivo é compreender os contributos do geoplano e da tecnologia dinâmica na aprendizagem dos conceitos de área e perímetro, identificando características que favoreçam a aprendizagem, bem como possíveis limitações e dificuldades no seu uso em contexto sala de aula. Como forma de objetivar o estudo formulei três questões orientadoras: Que representações têm os alunos dos conceitos de área e de perímetro? Quais os contributos dos materiais manipuláveis para a resolução de tarefas, envolvendo os conceitos de área e de perímetro de figuras planas? Quais os contributos das aplicações digitais de geometria dinâmica na visualização dos conceitos de área e de perímetro de figuras planas? Este estudo segue uma metodologia qualitativa e interpretativa, na modalidade de estudo de caso. A recolha de dados foi efetuada numa turma de 5.º ano, sendo estudada a própria turma e, de modo mais aprofundado, dois casos. Para a recolha de dados foram utilizados a observação de aulas, entrevistas, questionários e documentos produzidos pelos alunos. Os resultados do estudo revelam que os alunos estiveram bastante interessados e envolvidos em todas as atividades desenvolvidas com o geoplano e os aplicativos digitais. Entre as razões para o seu interesse e envolvimento, estão a possibilidade de desenvolverem um trabalho em que tinham alguma autonomia e a oportunidade de manipularem materiais, não recorrentemente utilizados em sala de aula. O trabalho simultâneo dos dois conceitos, com o recurso ao geoplano e aos aplicativos digitais, permitiu aos alunos ultrapassarem algumas das suas dificuldades e distinguirem com maior clareza os conceitos de área e perímetro.
This report presents a study carried out under Stage in the 2nd cycle of the course of the school year 2014/2015, which is developed with a group of 5 th grade of the 2nd cycle of elementary education. Its main objective is to understand the contributions of geoboard and dynamic technology in learning the concepts of area and perimeter, identifying characteristics that promote learning as well as potential limitations and difficulties in its use in the classroom. As a means to perform the present study, the following investigation questions were formulated: What representations have students of the concepts of area and perimeter? What are the contributions of manipulatives materials for solving tasks involving the concepts of area and perimeter of plane figures? What are the contributions of digital applications of dynamic geometry in the visualization of the concepts of area and perimeter of plane figures? This is a study that follows a qualitative and interpretative methodology in case study design. Data collection was performed a group of 5 th grade class being studied his own class and more in depth the two cases. For collecting data were used to observe lessons, interviews, questionnaires and documents produced by the students. The study results reveal that the students were very interested and involved in all activities with geoboard and digital applications. Among the reasons for your interest and involvement, are the possibility of developing a job in which they had some autonomy and the opportunity to manipulate materials, not repeatedly used in the classroom. Simultaneous work of both concepts with the use of geoboard and digital applications, allowed the students overcome some of their difficulties and distinguish more clearly the concepts of area and perimeter.
This report presents a study carried out under Stage in the 2nd cycle of the course of the school year 2014/2015, which is developed with a group of 5 th grade of the 2nd cycle of elementary education. Its main objective is to understand the contributions of geoboard and dynamic technology in learning the concepts of area and perimeter, identifying characteristics that promote learning as well as potential limitations and difficulties in its use in the classroom. As a means to perform the present study, the following investigation questions were formulated: What representations have students of the concepts of area and perimeter? What are the contributions of manipulatives materials for solving tasks involving the concepts of area and perimeter of plane figures? What are the contributions of digital applications of dynamic geometry in the visualization of the concepts of area and perimeter of plane figures? This is a study that follows a qualitative and interpretative methodology in case study design. Data collection was performed a group of 5 th grade class being studied his own class and more in depth the two cases. For collecting data were used to observe lessons, interviews, questionnaires and documents produced by the students. The study results reveal that the students were very interested and involved in all activities with geoboard and digital applications. Among the reasons for your interest and involvement, are the possibility of developing a job in which they had some autonomy and the opportunity to manipulate materials, not repeatedly used in the classroom. Simultaneous work of both concepts with the use of geoboard and digital applications, allowed the students overcome some of their difficulties and distinguish more clearly the concepts of area and perimeter.
Description
Keywords
Área Perímetro Geoplano Aplicativos digitais de geometria dinâmica Area Perimeter Geoboard Digital dynamic geometry applications Relatório de projeto de investigação Relatório de estágio