Investigação acerca do ensino de geometria analítica numa abordagem baseada em vídeos

Abstract

In the age of digital technologies and the internet, forms of production and access to both empirical and scientific knowledge modify learning environments. Also, the forms of presentation of school contents, which were restricted to the teacher?s oral presentation and to printed books, were resignified with current technologies. One of such form is the digital video, which is appreciated mainly by the young audience, which accesses videos that deal with various themes and even produce videos according to their interests. In contrast, we have the contents of Mathematics, in relation to which most of the students present learning difficulties and lack of motivation. Given this context, the present study aimed to investigate possible evidence of significant learning about the content of Analytic Geometry, Cartesian plane, with high school students, in teaching environments in which digital videos. In this context we have the following research problem: Does the use of videos in the process of teaching Mathematics make it possible to provoke and/or stimulate meaningful learning of contents of Analytic Geometry? For that, a qualitative research was conducted, based on the content analysis in which the data collection took place in a course of forty hours, in which sequences of classes were taught using videos, within the assumptions of the Cognitive Theory of Multimedia Learning. To do so, we use three different scenarios: first, the presentation of the Geometry content; second, the presentation of the problem-question; third, the presentation of the resolution by the students, involving 24 students from the 2nd and 3rd years of a high school in the north of Paraná, after the school shift period. As instruments of data collection were used: questionnaires, documentary research, audio recording, videos, conceptual maps and interviews. The analysis of learning based in the light of Ausubel?s Significant Learning Theory shows, among other results, that the videos exert positive influences on the learning of analytical geometry, evoke previous knowledge, favorable for use in the educational context, with the potential to generate inviting environments and instigators focused on GA learning, students are largely embedded in the digital village and have great acceptance for this form of presentation of school content