O uso de uma plataforma de ensino na aprendizagem dos sujeitos da geração Homo zappiens: uma experiência matemática.

Abstract

We live in a time of uncertainty, Bauman (2001) describes this time as the liquid modernity, for its fluidity and ability to adapt and change very fast way. One reason may be the technological advances in contemporary digital technology has influenced the way of life of people in different areas. The emergence of the Internet has closer relations in the geographical sense of space and time, also allowed the flow and access of large amounts of information, explore and filter this information is a fundamental process. These changes are influencing the relationship with the knowledge of people born in this digital age. Thus, from this perspective, the most recent studies show changes in the school environment and advance regarding the use of virtual environments for learning, especially when dealing with the distance. However, existing learning theories did not have the technology as a factor to be considered, then the search for a new theory emerges connectivism (Siemens, 2004). Thus, this work aboard the subject of digital technology in learning subjects that contemporary born immersed her, Digital Natives (Prensky, 2001), which from that decade being called Homo zappiens (Veen; Vrakking, 2009). The proposal is the use of a learning platform in classroom mode, where I intend to investigate the potential of virtual environments and digital games in learning mathematics (Bairral, 2007, 2010, 2012a, 2012b) these students. In the text, you can find a brief history of the creation of the Internet and the evolution of personal computers, as well as the use of these in Brazilian public schools, as well as an assessment of virtual environments. A discussion between the concepts of generations. For this, I conducted a qualitative research, a case study (LUDKE; ANDRÉ, 1986), which reports the experiment with activities and games in a mathematics teaching platform and a questionnaire with open and closed questions, held with students about their relationship with these technologies today. To interpret this experience realized a discursive textual analysis (Moraes; GALIAZZI, 2011), which highlighted the characteristics of these students, such as: collaboration, interactivity and ease to handle the huge flow of information, also pointed out, among other findings, that the school and the teachers do not seem to be prepared for the learning of this generation. So reveals the need for teachers to invest in technological training to approach the teaching that leverages a significant learning. In addition, a blog with mathematical games links suggestions was developed in an attempt to produce a material that may be available to the teachers and math students in order to approach the use of digital technologies, precisely, games, education the discipline.