Integração de mídias na disciplina de geometria analítica em um curso de graduação em matemática

Abstract

This research, which has a qualitative character, analyzed the process of constitution and implementation of a pedagogical proposal which used digital technologies to teach and learn Analytical Geometry, from the point of view of the undergraduate students of a Mathematics course which participated in it. The proposal was developed by a group of professors and students, and was intended to be used in live classes of Analytical Geometry, during two consecutive terms. The live classes were complemented by a virtual learning environment which runs on the Moodle platform, which contained several materials and activities, some from a GeoGebra instance embedded in Moodle. At the same time, some actions were developed to support students which had problems with basic mathematical knowledge and a new assessment system was created. Besides that, some 3D surfaces were created, by means of a 3D printer, and were used in the live classes. We had 17 students of the undergraduate program in Mathematics participating effectively in this pedagogical proposal. Based on the Qualitative Epistemology of González Rey (2005), we structured the methodological path and the interpretative analysis of information, having as tools for this research: available documents about the proposal, reports about participation and posts on the activities done by the students, which were generated by Moodle; a quiz and semi-structured interviews with the students. We started from a discussion about online education, and based on the concepts of pedagogical models of Behar (2009), to describe, analyze and interpret the data produced in this research, organized in four inter-related categories: organizational aspects, content, methodological and technological aspects. The analysis indicated that the systematized organization of the study – provided, in the proposal, by the activities and the feedback on the virtual environment – and the possibility of recapturing the learning process and improving the performance - using the support offered to the student and the system of replacement assessments - appeared as institutionalized attempts to support the newcomer students in their process of transition to undergraduate studies. We have obtained several results from this pedagogical proposal, among which we cite two that favored the diverse and intense interactions among the students during the development of the project: first, the fact that the pedagogical model, which was built and implemented collaboratively, served as a student's follow-up environment, and second, the fact that the virtual environment not only inserted technologies, but truly integrated several media to this model, worked as an organizational tool for the student, in his or her study of Analytical Geometry.