Matemática e informática aplicada à educação: análise de um recurso educacional digital frente à Teoria dos Campos Conceituais

Abstract

It's known that Math is still treated in a mechanical and algorithmic way in a huge part of the classrooms in the country. The textbook and the notebook still are the key-tools to learn Math by the algorithmic reproduction of the basics operations. It's also known that the tecnology can be a great ally for education if it is used with pedagocial intentionality by the teacher. This paper aims to analyse a digital educational resource (RED) that pretends to help students on alphabetization cycle to comprehend many ideas that include addition and subtration, those are part of, according to Verganud's theory, the additive conceptual field. As claimed by this theory, those two operations are complements, not inverse, as believed in many textbooks. To achieve it's aim, two qualitatives analysis were done. The first one about the RED itself and the problem-situations that are part of it and the second one about the RED's functionality according to Conceptual Fields Theory. It was realized that, despites the first version of the RED is in a advanced stage of production, it needs some improvements such as: gramatical and ortografic revisions, suport start screen and a feedback system for the user.