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Relatos de Experiência
CONTEXTUALIZING
THE CÁBRI GÉOMÈTRE SOFTWARE
JUSTIFICATION The significance of solving problems as foundation in the construction of mathematical ideas, has been used widely in the new educational proposals. Solving problems showed itself as one contextual favorable component to the construction of mathesis. Recent studies, both in solving problems and in the constructivism, pointed out to the context significance : part of the meaning of any concept is always inherited from the context that it was used. The information technologies when correctly applied, could be potential environmentals of instruction/apprenticeship. The Cabri Géomètre software is a computed and interactive environmet for a new apprenticeship of Geometry. This resource joint the new instruction proposals, allowing to create distinct cognitive activities, relating hypothesis and variables, solving new problems and consequently constructing better links between the available knowledge and its essential actuations for its utilization.
OBJECTIVE The utilization of Cabri Géomètre in contextual activities.
REPORT Creation of extra-curriculum workshops to the Fundamental Instruction – from 5th. to 8th.grades and Medium Instruction. The first approach to the program, in DOS version, was 4 years ago. Due to the difficulties of the teachers in utilizing the program because the lack of knowledge, and the importance and benefits that it could bring to the Geometric Design classes, courses to capacitate the teachers were done. Through the Workshop Cabri Géomètre Project, a group of study was created, composed by Mathematics and Visual Arts teachers to elaborate the didactical material. From this study group and the beginning of the workshop, the program was becoming clearer, and the visualization during the classes was increasingly important. The creation of directed-studies to use during classes was very productive, improving the process and allowing the students to work in their own capacity rhythm, where teacher became a facilitator. The workshops were extra-curriculum, and the participants were the students who showed difficulties in the mathematics and geometric design subjects. The students utilization was very high, however, we observed that sometimes the motivation decreased , cause they were learning only the commands. Just the solution of mathematical or geometrical exercises did not attract the students. Thus, some playful activities were applied, as an example, the utilization of cartesian axes used in games as naval battle. The commands were presented to the students as a resource to play the game, and not only as a command used in mathematical or geographical demonstration. By activities as Tangran, we could observe the students’ interest in exploring the program resources, and mainly, the care of correct mistakes to achieve the final result. In the beginning of the experience, the explanations of geometrical constructions did not attract, now, becoming targets of questions between them. By the introduction of a playful finality , the student participated intensively , asking questions, looking for answers and new resources. Then, the activities were directed as projects, where each student developed his work with more interest and more creativity. Other inter-disciplines works were developed, as the focus was the presentation of a creative project, and not only a reasoning problem. Since there, the program becoming an essential tool in the elaboration, explanation and evaluations of the classes. This technological tool joint the objectives of using computer science applied in the educational context and provide conditions to the student for developing the multiple intelligences.
EXPERIENCE DISCUSSION A maximization of this tool utilization happened with the realization of Cabri Workshop. The use of this software provide a properties’ generalization, presented itself as extremely useful to the development of geometrical though of the students, characterized sharply by the discovery capacity and the generalization from the experience. The application of contextual activities provides the knowledge construction trough experimental verifications, where each student worked on his own capacity rhythm.
EDUCATIONAL
ORGANIZATION EXPOENTE Rosana
Romanó M. Maciel Marco
Aurélio Kalinke |