Ensino de geometria analítica auxiliado pela geometria computacional : uma sequência didática desenvolvida com o uso do geogebra

Abstract

The present research aims to develop, apply and analyze a didactic practice using information and communication technology resources, with the help of GeoGebra software and computational geometry topics, to identify elements that can contribute to the improvement of performance indices, and understanding of the learning difficulties, of students enrolled in the discipline Analytical Geometry of Higher Education. The theoretical framework was based on the identification of students' learning difficulties in relation to content and on how educational technologies could contribute to their teaching, emphasizing computational geometry resources and experiences using GeoGebra. The investigation is of a qualitative nature, anchored in documental research through bibliographic reviews that support the learning issues and teaching strategies used in the production of a didactic sequence. A study is also carried out that involves the application of this product with research subjects from the Mathematics Degree course who are studying Analytical Geometry at a Federal Institute located in Rio Grande do Sul. In carrying out the research, lists of exercises with discursive and objective questions were used as instruments for data collection, as well as constructions developed with GeoGebra throughout the classes. The results point to an increase in the delivery of student activities and the awakening of interest in the use of computing resources in the classroom. The practice shows evidence that it can qualify the content teaching process, making it dynamic and participatory for the student, providing freedom and critical thinking when solving mathematical issues of Analytical Geometry. At the end, we indicate some possible future works that can continue the study.