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ELISANGELA FERREIRA DOS SANTOS

By Kelly Cristina Silva Prado Updated at 04/24/23 11:32
AUTHOR: ELISANGELA FERREIRA DOS SANTOS
TITLE: DIVERSIFICATION OF PRACTICAL PRISM ACTIVITIES: A PROPOSAL FOR TEACHING (A DIVERSIFICAÇÃO DAS ATIVIDADES PRÁTICAS SOBRE PRISMAS: UMA PROPOSTA DE ENSINO)
ADVISOR:  Prof. Dr. ESDRAS TEIXEIRA COSTA
APPROVAL DATE: 08/11/2019

 

Abstract:

The main idea of this paper is to help improve the learning of high school students in mathematics, as well as to inform teachers about the diversification of teaching strategies, specifically practical activities, that is, exercise the theory. As has been mentioned in the midia, how difficult it is to deal with students’ disinterest in the content taught in schools. There are different types of activities and varied ways to study the complex mathematics. How to teach in a way that students get interested and learn? Is it possible to redeem an active participation of the teenagers in class? Direct this research to practical activities, diversified strategies using very favorable resources in teaching mathematics, such as technologies, concrete or manipulative materials and games. These resources contribute to the understanding of mathematical concepts, act in different and mainly positive ways in the school environment, helping to improve learning according to various researchers. In the end of this dissertation is possible to list practical activities nontraditional, that the teacher can use in various activities such as lessons related to prism content, being them: activities involving technology, related to the Geogebra program, allowing the student to build prisms, as well as moving and comparing their edges, area and volume measurements; an activities involving technology, specialized in the Poly program, allows a comparison of the different related and fixed poles as main features of a prism; an activity involving concrete or manipulative material allows volume checking using prism-shaped objects and water; and the game activity is a championship using tracks and dice, where each track house contains a picture to be identified or a question to answer related to geometric solids or prisms. The practical activities can be inserted in the didactic sequence of the teacher. It is important to remember that this research is a teaching proposal, approved in the author’s experience and that won’t be applied during the PROFMAT master’s degree and won’t be analyzed, as this isn’t the focus of this work.

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