Visualização E Representação Geométrica Com Suporte Na Teoria De Van Hiele

Leivas, José Carlos Pinto; Oliveira, Marluce Trentin

doi:10.5902/2179460x23170

Cited by 3 publications

(4 citation statements)

References 1 publication

(1 reference statement)

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“…Oliveira and Leivas (2017) state that Geometry, due to its visual nature, has the potential to develop the student's perception and autonomy of reasoning, being able to detach itself from ready-made structures and formulas. In parallel, the relationship between Geometry and Technology, recommended by the BNCC, highlights the relevance of this association for student development, through investigative activities that interrelate geometric knowledge and reality, via problem solving (Brazil, 2018).…”

Section: Preliminary Analysismentioning

confidence: 99%

The Theory of Didactic Situations and the Generalization of Pythagoras’ Theorem: An Experience Mediated by GeoGebra software

De Sousa,

Dos Santos,

Alves

2023

JRSME

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Purpose: The objective of this work is to present the development of an activity on the Generalization of Pythagoras’ Theorem with the support of GeoGebra. Methodology: The methodology used was Didactic Engineering, in which we conducted a qualitative and exploratory analysis of the data. For the teaching session, we relied on the Theory of Didactic Situations. The activity was developed with 18 students from the 2nd year of high school at a Professional School in Sobral, Ceará, Brazil, in April 2023. The students were selected because they faced difficulties with the topic, identified through a school diagnostic assessment. Its implementation was an intervention by the teacher to understand these difficulties and clarify them with the support of GeoGebra. Findings: In the results, specific difficulties of the students were identified, and it was observed that the Generalization of Pythagoras’ Theorem via GeoGebra software was well-received by the group. Significance: It awakened their perception of the elements that make up a right triangle.

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Section: Preliminary Analysismentioning

confidence: 99%

The Theory of Didactic Situations and the Generalization of Pythagoras’ Theorem: An Experience Mediated by GeoGebra software

De Sousa,

Dos Santos,

Alves

2023

JRSME

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“…From an epistemological point of view, it is known that many students have difficulties in understanding geometric problems (Oliveira & Leivas, 2017;Cunha & Aguiar, 2019), for not having well-developed visualization and perception skills of geometric representations. Oliveira & Leivas (2017, p. 110) state that "Geometry requires the activity of the gaze with the understanding that an image drawn on a plane is the representation of a three-dimensional object".…”

Section: Cavalieri's Principlementioning

confidence: 99%

“…It is a fact that Geometry is present everywhere, which reinforces the need for its understanding to understand the world around us. Thus, according to Oliveira & Leivas (2017), it is opportune to work with learning situations that encourage the student's thinking to establish relationships between spatial figures and their flat representations, seeking to develop, from their observations, different points of view, building and interpreting their representations. Breda, Trocado and Santos (2013) point out that the alternative of a three-dimensional visualization is presented as a way to facilitate the understanding of concepts by the student, which favors their learning.…”

Section: Theory Of Intuitive Reasoning Categories and Geogebramentioning

confidence: 99%

“…According to the Common National Curriculum Base (BNCC) the skills necessary for a global understanding of Geometry refer to the interpretation, construction of models, solving and formulating mathematical problems involving notions, concepts and spatial procedures (Brazil, 2018). Geometry, even with its visual and concrete character, as several everyday objects involve it, is still an area in which the high school student faces difficulties in assimilation, and this is pointed out by authors as Alves & Borges Neto (2011), Alves & Borges Neto (2012), Oliveira & Leivas (2017), Cunha & Aguiar (2019).…”

Section: Introductionmentioning

confidence: 99%

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Categories of intuitive reasoning and GeoGebra 3D: an experience with Brazilian students

Sousa¹,

Alves²,

Azevedo³

2021

LUMAT

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This work presents the result of the application of a didactic sequence designed to understand the concept of the Cavalieri’s Principle, supported by the GeoGebra application in its version for mobile phones - 3D Calculator. For this study, the Theory of Categories of Intuitive Reasoning, by Efraim Fischbein, was used as a conceptual basis. The objective of this work was to elaborate and develop a didactic sequence aiming to subsidize the learning of the Cavalieri’s Principle from GeoGebra, as a way to help the student in the construction of geometric reasoning, through visualization, perception and intuition. The methodology of this work is qualitative research, exploratory type, being carried out from a didactic sequence developed in two meetings remotely, due to the scenario of the COVID-19 pandemic. The target audience of this research is a group of students aged 15-17 years from a public school in Fortaleza - CE, Brazil. In summary, it is pointed out that the intuitive reasoning categories mobilized from the use of GeoGebra have great potential to stimulate the evolution of the student's geometric thinking, through the development of perception, intuition and geometric visualization.

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Identificando O Conhecimento Geométrico De Alunos Do 6º Ano Do Ensino Fundamental Sobre Triângulos

Pachêco

Silva

Araújo

et al. 2020

REAMEC

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Esse trabalho teve por objetivo identificar o nível de conhecimento geométrico de alunos de uma turma do 6º ano do Ensino Fundamental sobre triângulos caracterizados pelas medidas dos comprimentos de seus lados (equilátero, escaleno e isósceles). Para isso, adotou-se a teoria do desenvolvimento do pensamento geométrico de Van Hiele. Participaram dessa investigação 26 alunos de uma escola pública municipal, localizada em uma cidade pertencente à Zona da Mata Norte do Estado de Pernambuco. O instrumento de coleta dos dados consistiu em um teste com quatro questões envolvendo os níveis de compreensão 1 (visualização ou reconhecimento) e 2 (análise) da teoria de Van Hiele. Os resultados indicaram que os alunos não apresentaram dificuldades no reconhecimento dos triângulos se adequando às características do nível 1 (visualização ou reconhecimento). No que tange à identificação das propriedades dessas figuras, ora os alunos acertam todas, ora parcialmente e, em alguns casos, erram totalmente. De acordo com o nível 2 (análise), esses alunos estão progredindo dentro das características desse nível, ou seja, se aperfeiçoando quanto a esse saber.

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Visualização E Representação Geométrica Com Suporte Na Teoria De Van Hiele

Cited by 3 publications

References 1 publication

The Theory of Didactic Situations and the Generalization of Pythagoras’ Theorem: An Experience Mediated by GeoGebra software

The Theory of Didactic Situations and the Generalization of Pythagoras’ Theorem: An Experience Mediated by GeoGebra software

Categories of intuitive reasoning and GeoGebra 3D: an experience with Brazilian students

Identificando O Conhecimento Geométrico De Alunos Do 6º Ano Do Ensino Fundamental Sobre Triângulos

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