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Previous issue date: 2017 / O presente trabalho apresenta uma aplicação e análise do Software Modellus na nona
série do Ensino Fundamental, aliada à atividades práticas envolvendo Cinemática, partindo de
um problema da realidade sugerido pelos alunos. O assunto matemático refere-se à funções,
abordando conceitos gerais e essenciais, construção de modelos a partir de problemas físicos e
estudo de tabelas e gráficos. O problema investigado foi: A utilização do recurso
computacional Modellus auxilia no processo de ensino-aprendizagem do conceito de
funções? Os temas foram trabalhados visando permitir que o estudante pesquisado relacione o
conteúdo com seu dia-a-dia. Optou-se pelo Software Modellus pela possibilidade do aluno
interagir com a construção gráfica, animações e tabelas a partir de modelos matemáticos. As
conclusões foram obtidas analisando as atividades realizadas, avaliações e questionários
diagnósticos. Buscou-se embasar tais considerações com a apresentação de resultados
produzidos pelos alunos para afirmar que o Software Modellus permitiu uma aprendizagem
diferenciada, onde o aluno interagiu com a construção do conhecimento referente ao assunto
funções. Concluiu-se que o Software Modellus mostrou-se adequado para o ensino de funções
com esta turma de 9ª série a partir dos dados analisados nesta dissertação. / This research presents an application and analysis of Modellus Software in the ninth
grade of Elementary School, associated with practical activities involving Kinematics, which
started from a problem of reality suggested by the students. The mathematical subject is about
functions, presenting general and essential concepts, developing models from physical
problems and study of tables and graphs. The investigated problem was: Does the use of the
computational resource Modellus help in the teaching-learning process of the functions
concept? The subjects were developed aiming to allow the researched student relate the
content with their daily life. The Modellus Software was chosen for the possibility of the
student interacting with the development of graphics, animations and tables from
mathematical models. The conclusions of the research were obtained by analyzing the
activities carried out, evaluations and diagnostic questionnaires. We sought to base these
considerations with the presentation of results generated by the students to assert that the
Software Modellus allowed a differentiated learning, in which the student interacted with the
knowledge construction regarding to the subject functions. It was concluded that the Modellus
Software was adequate for the teaching of functions with this class of ninth grade from the
data analyzed in this dissertation.
| Identifer | oai:union.ndltd.org:IBICT/oai:localhost:prefix/1711 |
| Date | January 2017 |
| Creators | Barcelos, Sérgio Renato |
| Contributors | Reichert, Janice Teresinha |
| Publisher | Universidade Federal da Fronteira Sul, UFFS, Brasil, Campus Chapecó |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFFS, instname:UFFS, instacron:UFFS |
| Rights | info:eu-repo/semantics/openAccess |
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