Banca de DEFESA: ROBERIA SILVA DA PENHA LOURENÇO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ROBERIA SILVA DA PENHA LOURENÇO
DATE: 27/03/2024
TIME: 14:00
LOCAL: IMD/CIVT - B206
TITLE:

THE STEAM APPROACH IN DEVELOPING GEOMETRY SKILLS IN HIGH SCHOOL

KEY WORDS:

STEAM approach; Teaching Mathematics; Geometry; Skills.

PAGES: 266
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

Data from the International Student Assessment Program (PISA) shows that Brazil always occupies the last positions among participating countries with regard to proficiency in Mathematics. Seeing ready-made and finished abstractions without representation or disconnected from the real world makes everything more difficult. A field of Mathematics that could contribute to this visualization process as advocated by the National Common Curricular Base (BNCC) is Geometry. Research shows that students have difficulty using Geometry in different contexts and real situations, a consequence of the history of compartmentalized teaching, based on techniques for memorizing formulas and solving standardized questions. The STEAM approach (acronym for Science, Technology, Engineering, Arts and Mathematics) is an alternative, as it considers, in addition to curricular content in the areas of Science, Technology, Engineering, Arts and Mathematics, also the skills and competencies developed by students in a interdisciplinary and transdisciplinary approach to solving real-world problems. To this end, we seek to answer the following question: How can the STEAM approach result in the development of skills guided by BNCC in High School Geometry? The objective of this work is: To analyze how the development of different skills occurred by students when teaching Geometry with the STEAM approach in High School. The specific objectives are: i) Analyze the skills and abilities of teaching Geometry at BNCC aligned with the STEAM approach; ii) Develop pedagogical practice using the STEAM approach in teaching Geometry in the second year of high school; iii) Evaluate the Geometry skills and abilities mobilized by students; iv) Develop teaching material for Mathematics teachers. The methodology consists of qualitative research with an exploratory approach, following the action research model, and Project-Based Learning (PBL) for the development of the didactic sequence. Data collection instruments: logbook, questionnaires and classes with multimedia recordings. Furthermore, the BNCC document and the Van Hiele model were used to evaluate students' geometric thinking performance during the research. The research participants were students from a second year high school class at a public state school in Natal-RN. The educational products arising from the research were two teaching materials: i) A didactic sequence for teaching Geometry using the STEAM approach in High School; and ii) A teaching guide for Mathematics teachers. The results of this research demonstrate that the STEAM approach provided the opportunity to work with contents of perimeter, area, orthogonal and spatial views of geometric figures, Pythagoras' theorem, Thales' theorem, percentage, average, construction of graphs, rule of three and isometric transformations, and made it possible to integrate Mathematics with the area of Natural Sciences within a real situation. The students were scientists, creative, innovators, critics and protagonists in the construction of knowledge, and improved their socio-emotional and cognitive skills. It is hoped that this work will assist Basic Education Mathematics teachers in using more active pedagogical practices through real problems of interest to students.

COMMITTEE MEMBERS:
Presidente - 2178446 - DENNYS LEITE MAIA
Interna - 1362181 - ISMENIA BLAVATSKY DE MAGALHÃES
Externo à Instituição - GUILHERME MENDES TOMAZ DOS SANTOS - UNIR