Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-06-13T18:03:48Z No. of bitstreams: 1 2017 - Marcos Paulo Henrique.pdf: 3532368 bytes, checksum: 3f54ade5dd907b58b5188d1e09da2e44 (MD5) / Made available in DSpace on 2018-06-13T18:03:50Z (GMT). No. of bitstreams: 1 2017 - Marcos Paulo Henrique.pdf: 3532368 bytes, checksum: 3f54ade5dd907b58b5188d1e09da2e44 (MD5) Previous issue date: 2017-01-27 / This investigation is focused on the development of activities, implementation (in the computer lab and in the classroom) and the analysis of learning of students in the 8th and 9th year of a public school in the city of Rio Claro (RJ). Specifically, the research considered the conceptual development in a teaching practice that values the dialogue, debate and writing, among other ways of registration, in a reflection with activities from the use of traditional GeoGebra (desktop) and GeoGebra application (version for smartphones). This analysis was not done to compare the two environments used, but identify contributions and challenges linked to the implementation of these resources for appropriation of knowledge. The concepts were polygons, regular polygons and parallel lines with a transverse. Data collection was carried out as follows: (a) audio recording, activities, geometric constructions files, photographic records and researcher's journal (implementation in the lab) and (b) audio and video recording, smartphones? screen capture used by students, and daily activities sheet of researcher (implementation in the classroom). In implementations of activities with computers, are highlighted the various forms of visualization and construction around the geometric object provided by dynamic geometry environment and mediation, as a tool of teaching work, as some contributions to the construction and development of the concept of regular polygon. It was observed during the implementation of the survey, some difficulties presented by the students related to handling of GeoGebra on a computer, as well as challenges to implementation of pedagogical practices in the computer lab, where multiple computers were defective. As contributions in the implementation of activities, stands out the motivator appeal, particularly, in working with parallel lines cut by transversal, using GeoGebra application. The experience showed and proved exciting, allowing the students to conclude that there are a set of elements (angles, straight position etc.), variants and invariants, along with the use and exploration of forms handled. As challenges, you can point out the difficulty of viewing properties in a building for cases where smartphone screen is small. / A presente investiga??o centrou-se na elabora??o de atividades, na implementa??o (no laborat?rio de inform?tica e em sala de aula) e na an?lise do aprendizado de alunos do 8? e 9? ano do Ensino Fundamental de uma escola p?blica de Rio Claro (RJ). Especificamente, a pesquisa analisou o desenvolvimento conceitual em uma pr?tica docente que valoriza o di?logo, a argumenta??o e a escrita, entre outras formas de registro em uma reflex?o com atividades a partir da utiliza??o do GeoGebra convencional (desktop) e o GeoGebra aplicativo (vers?o para smartphones). A an?lise n?o consiste em comparar os dois ambientes utilizados, mas identificar contribui??es e desafios atrelados ? implementa??o destes recursos para apropria??o do conhecimento. Os conceitos foram pol?gonos, pol?gonos regulares e retas paralelas com uma transversal. A coleta de dados foi realizada da seguinte maneira: (a) grava??o em ?udio, folha de atividades, os arquivos referentes ?s constru??es geom?tricas, registros fotogr?ficos e di?rio do pesquisador (implementa??o no laborat?rio) e (b) grava??o em ?udio e v?deo, captura da tela dos smartphones utilizados pelos estudantes, folha de atividades e di?rio do pesquisador (implementa??o em sala de aula). Em rela??o ?s implementa??es de atividades com computadores, destacamos as v?rias formas de visualiza??o e constru??o de um objeto geom?trico proporcionado pelo ambiente de geometria din?mica e a media??o, como ferramenta do trabalho docente, como algumas contribui??es para a constru??o e desenvolvimento do conceito de pol?gono regular. Observamos dificuldades apresentadas pelos estudantes no que se refere ao manuseio do GeoGebra em um computador, assim como desafios para implementa??o de pr?ticas pedag?gicas no laborat?rio de inform?tica, como v?rios computadores com defeito. Como contribui??es do smartphone na implementa??o de atividades, destacamos o apelo motivador que este recurso traz ?s aulas. Particularmente, no trabalho com retas paralelas cortadas por transversais, o uso GeoGebra aplicativo mostrou-se instigante por permitir aos alunos a observa??o de um conjunto de elementos (?ngulos, posi??o de retas etc.) variantes ou invariantes e, juntamente com o manuseio e explora??o das formas manuseadas. Como desafios ? poss?vel apontar a dificuldade de visualiza??o de propriedades em um constructo para casos em que a tela do smartphone ? pequena.

The subject of teacher competencies or knowledge has been a key issue in mathematics education reform. This study attempts to identify and analyze teacher competencies necessary in the orchestration of a problem-centred approach to dynamic geometry teaching and learning. The advent of dynamic geometry environments into classrooms has placed new demands and expectations on mathematics teachers. In this study the Teacher Development Experiment was used as the main method of investigation. Twenty third-year mathematics major teachers participated in workshop and microteaching sessions involving the use of the Geometer's Sketchpad dynamic geometry software in the teaching and learning of the geometry of triangles and quadrilaterals. Five intersecting categories of teacher competencies were identified: mathematical/geometrical competencies. pedagogical competencies. computer and software competences, language and assessment competencies. / Mathematical Sciences / M. Ed. (Mathematical Education)

The subject of teacher competences or knowledge has been a key issue in mathematics education reform. This study attempts to identify and analyze teacher competences necessary in the orchestration of a problem-centred approach to dynamic geometry teaching and learning. The advent of dynamic geometry environments into classrooms has placed new demands and expectations on mathematics teachers. In this study the Teacher Development Experiment was used as the main method of investigation. Twenty third-year mathematics major teachers participated in workshop and microteaching sessions involving the use of the Geometer’s Sketchpad dynamic geometry software in the teaching and learning of the geometry of triangles and quadrilaterals. Five intersecting categories of teacher competences were identified: mathematical/geometrical competences, pedagogical competences, computer and software competences, language and assessment competencies. / Mathematics Education / M. Ed. (Mathematics Education)