As contribuições da realidade aumentada mediada pela metodologia sequência fedathi para a aprendizagem de geometria espacial

Abstract

With the insertion of technologies in education, software is developed to promote interaction between people, contributing to the teaching and learning processes, paving the way for quality education. We defend the use of GeoGebra software and Augmented Reality (AR) in order to favor the teaching and learning of Spatial Geometry. As a problem, we formulate the following question: does AR through the GeoGebra Software, mediated by the teaching methodology Sequence Fedathi (SF) have impacts on teacher training in the early years of Elementary School? Based on this problem, we aim to present AR as an innovative educational technology for teaching practice, through the GeoGebra Software, supported by the SF methodological assumptions, with a view to strengthening learning in Mathematics classes in the early years of Elementary School. The methodological basis, we chose to work with Didactic Engineering (DE) and SF Methodology, developing basic research with a Qualitative and Quantitative approach, with a structured questionnaire containing 12 questions (objective and subjective). It is descriptive research, in which characteristics of a population or phenomenon. As for the objectives, Bibliographic, Exploratory and Participant, counting on the involvement of the researcher with the investigated group, within the scope of the discipline of "Informatics in Education" in the Pedagogy Degree Course of the daytime of the Federal University of Ceará (UFC). From the application of the SD, it was possible to collect data and formulate the categories and subcategories of analysis: discussion forum, observation script, structured questionnaire and relevance of AR for learning Geometry, supported by Bardin (2016). From the analysis of the categories and subcategories formed and the data collected with the instruments used, we proved that GeoGebra and AR favor the visualization and learning of Spatial Geometry and the engagement of students in the teaching and learning processes. As an Educational Product, we present a proposal for a training course for teachers in the early years of Elementary School to use the GeoGebra software in the teaching of Spatial Geometry and 4 Didactic Sessions (SD). Finally, and for all that was observed, we understand that this theme needs more research and we aim as a future work to execute the training course for the use of GeoGebra presented as an educational product of this master's degree.