Os impactos do uso de novas tecnologias no processo de ensino de geometria no ensino médio numa escola estadual de educação profissional de Palmácia-Ce

Abstract

Technological advances have presented education with possibilities of using several digital tools to improve the teaching and learning process. The objective of this study is to analyze the impacts of the use of new technologies in the process of teaching Geometry in an EEEP in Palmácia. As a methodological process, quantitative and qualitative research were used, in the sense of gathering information present in studies already published, selecting them in the light of the ideas that cover the chosen theme, and revising them in the form of theoretical foundation as a basis for the research. In addition, structured questionnaires were applied to students and mathematics teachers at that school, as well as to observe three classes of Flat Geometry, one each year, based on the case study procedure, in order to identify and, later, analyze on teaching didactic methodology and student interaction the impacts of the use of new technologies in the teaching of geometry. Through these procedures, the research gained an exploratory character, since it allowed a greater familiarity with the problem, based on a bibliographic study, and interaction with individuals of ownership with the problem, through questionnaire resolution. After research, it was found that, in theory, the main national educational guidelines guide the realization of a pedagogical work that provides the student with the protagonism in the construction of knowledge and that this can be promoted through the use of new technologies as tools pedagogical. Furthermore, in a practical context, it was found that, both in teaching and in the student's view, the approach of flat geometry from digital tools gains relevant importance as it positively impacts the ability to materialize concepts, formulas and geometric representations, before seen only in a theoretical manner, in addition to enhancing student interaction in the didactic approach and in solving effectively proposed activities. Thus, it was concluded that the adoption of technological means provides more enlightening pedagogical practices regarding the knowledge construction processes in the area of geometry and how teachers can improve their activities to ensure more effective means of learning.