Aprendizagem matemática baseada em história em quadrinhos (HQs) no ensino médio

Abstract

In this study, we intended to know about the contribution of comics (comics) as a didactic resource in the learning process of high school students, from an interdisciplinary perspective. The research is qualitative in nature (KNECHTEL, 2014), based on Didactic Engineering (ARTIGUE 1996) and has as object of investigation the approach of THE as a didactic tool in the teaching of this curricular component. Therefore, the general objective was to investigate the contributions of comics in the teaching and learning process in high school mathematics classes, making use of technological resources in a hybrid environment (HORN And STAKER, 2015), mediated In this study, we intended to know about the contribution of comics (comics) as a didactic resource in the learning process of high school students, from an interdisciplinary perspective. The research is qualitative in nature (KNECHTEL, 2014), based on Didactic Engineering (ARTIGUE 1996) and has as object of investigation the approach of the as a didactic tool in the teaching of this curricular component. Therefore, the general objective was to investigate the contributions of comics in the teaching and learning process in high school mathematics classes, making use of technological resources in a hybrid environment (HORN And STAKER, 2015), mediated by active methodology (FILATRO, 2018). The research subjects were 80 (eighty) students from the first and second grade of high school from a public school in the state of Rio Largo-AL. To obtain the data, we opted for a printed questionnaire that was organized in two phases: a pretest and a post-test, applied before and after the performance of a didactic sequence. This sequence was structured in the elaboration of a comic, through an online platform, and its creation was based on the mathematical content studied, being associated with another curricular discipline. In a sense, the main results of the work carried out focus on three points that were addressed in three categories: (a) The use of methodologies in an interdisciplinary way, as a motivating key to resize the learnin process, both of the teacher and the student in the teaching of mathematics, in the etymological sense even of making new dimensioning of the TDIC, (b) Experience brought mechanism to experience hybrid teaching by Active Methodologies , highlighting reflections between the traditional and the contemporary, (c) Valorization of an interactionist environment within or outside a pedagogical environment enhancing the way of learning and (d) The challenges to the teaching action in the face of the provocations of the use of COMIC skills in the teaching of mathematics.