Modelagem de conceitos geométricos por meio de sistemas de micromundo

Abstract

Students with learning difficulties in mathematics, in the specific area of geometry, contribute to the unsatisfactory results in the educational indexes. These results are observed and analyzed in external evaluations, such as the International Student Assessment Program - PISA, Prova Brasil, in primary and secondary education. The objective of this work is to propose a model of learning of geometric concepts through Problem Based Learning (PBL), using pedagogical supports and the microworld in the area of geometry, GeoGebra, as an application program in the Virtual Learning Environment, Moodle. The aim of this research is to investigate whether learning of geometric concepts occurs with the use of ABP as an active methodology, to analyze the use of pedagogical supports as an aid in the resolution of geometry problems and to verify if the GeoGebra micromundo helps in the resolution of geometry problems through the understanding of flat and non-planar geometrical figures. Concepts about PBL (Barrows, 1980), George Polya's problem-solving phases (Polya, 1975), Ausubel's theory of cognitive assimilation (Ausubel, 2001) and conceptions about the proximal developmental zone of Vygotsky (Ivic, 2010). The study highlights the use of active methodologies in the learning process. As the use of Problem-Based Learning (PBL), as an active methodology subsidized by pedagogical supports and micromundos of geometry, promotes the learning of geometric concepts? The research method followed is part of a qualitative approach. type of research was the action research, where they were used as instruments of data collection the logbook subsidized by observations in the classroom, in the computer lab and in the Virtual Learning Environment (VLE). It was demonstrated in the research that the implementation of ABP subsidized with the use of pedagogical supports and the microworld promoted cognitive gains in the learning process of the students.