A comunicação na construção de cenários animados por alunos com indicativos de altas habilidades/superdotação
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Título do Períodico
Revemat: Revista Eletrônica de Educação Matemática
ISSN
1981-1332
Página(s)/e-location
1–21
Idioma(s)
pt, en
Fonte
Fonte
Florianópolis
16
1
16
1
Resumo
A pesquisa buscou compreender o papel da comunicação e como ela ocorre na construção de cenários animados noensinodematemáticaparaalunoscomindicativosdeAH/SD.Trata-sedeumapesquisaqualitativade cunhointerpretativo,cujaanálisedosdadostomoucomoelementodoisepisódios,cadaumocorridoemumaSaladeRecursosMultifuncional II (SRM II) de um colégio público, com alunos com indicativos de Altas Habilidades e Superdotação(AH/SD). Os dados utilizados abarcam o planejamento e gravações de áudio e vídeo das telas dos computadoresutilizados pelos alunos.Identificou-se na comunicação como interação social, focando na ação de questionar à luz doInquirybased-learningpossibilidadesdeconstruçãoconjuntadesignificadosmatemáticosexploradosduranteaconstrução dos cenários animados no software GeoGebra. Verificou-se também a necessidade da construção dequadros de antecipação de estratégias dos alunos e ações do professor frente a essas estratégias a fim de garantirinteraçõesaluno-alunoealuno-professor-alunoaolongodaaulapromovendoaconstruçãoeapropriaçãodesignificadosmatemáticospelogrupo
The research sought to understand the role of communication and how it occurs in the construction of animated scenarios in mathematics teaching for students with indicatives of AH/SD. This is a qualitative study of an interpretative nature, whose data analysis took two episodes as an element, each occurring in a Multifunctional Resource Room II (SRM II) ofa public school, with students with indications of High Skills and Giftedness ( AH/SD). The data used include the planning and audio and video recordings of the computer screens used by the students. It was identified in communication as social interaction, focusing on the action of questioning in the light of Inquiry based-learning possibilities of joint construction of mathematical meanings explored during the construction of animated scenarios in GeoGebra software. There was also a need to build frameworks for anticipating student strategies and teacher actions against these strategies in order to ensure student-student and student-teacher-student interactions throughout the class, promoting the construction and appropriation of mathematical meanings by the group
The research sought to understand the role of communication and how it occurs in the construction of animated scenarios in mathematics teaching for students with indicatives of AH/SD. This is a qualitative study of an interpretative nature, whose data analysis took two episodes as an element, each occurring in a Multifunctional Resource Room II (SRM II) ofa public school, with students with indications of High Skills and Giftedness ( AH/SD). The data used include the planning and audio and video recordings of the computer screens used by the students. It was identified in communication as social interaction, focusing on the action of questioning in the light of Inquiry based-learning possibilities of joint construction of mathematical meanings explored during the construction of animated scenarios in GeoGebra software. There was also a need to build frameworks for anticipating student strategies and teacher actions against these strategies in order to ensure student-student and student-teacher-student interactions throughout the class, promoting the construction and appropriation of mathematical meanings by the group
Descrição
Palavras-chave
Inquirybased-learning, Cenários animados, GeoGebra, Inquiry based-learning, Animated scenarios, GeoGebra
Citação
BASNIAK, Maria Ivete; CARNEIRO, Emili Boniecki. A comunicação na construção de cenários animados por alunos com indicativos de altas habilidades/superdotação. Revemat: Revista Eletrônica de Educação Matemática, Florianópolis, v. 16, n. 1, p. 1–21. 2021. https://doi.org/10.5007/1981-1322.2021.e80940. Disponível em: https://periodicos.ufsc.br/index.php/revemat/article/view/80940/47537. Acesso em: 2023-09-18