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Abstract(s)
Este artigo relata uma investigação envolvendo uma experiência de formação com futuras professoras e educadoras na unidade curricular de Geometria do 2.º ano de uma licenciatura em educação básica. O tema da investigação é a construção de definições, um processo que foi promovido por um ensino de natureza exploratória. Especificamente, pretendemos saber quais as características sobre a definição de figuras geométricas a que os futuros professores atendem quando selecionam e constroem definições e como
se relaciona a estruturação espacial e geométrica das figuras com o processo de definir. Os dados foram recolhidos por registos áudio e vídeo das aulas e das produções escritas das formandas sobre as definições de quadriláteros e do paralelepípedo. Os resultados mostram que, inicialmente, as formandas tinham uma conceção muito limitada do que é uma definição, restringindo-se às propriedades necessárias. Com o trabalho desenvolvido passaram a considerar o caráter suficiente e inclusivo da condição apresentada. Construíram
definições tendencialmente corretas mas não económicas, mobilizando um conhecimento mais profundo das figuras. A estruturação geométrica e espacial influenciou o processo de definir, mas evoluiu igualmente com esta atividade. Finalmente, a construção de definições como etapa final do estudo das figuras promoveu a articulação entre as definições e sua classificação.
Abstract. This article reports a research concerning a prospective elementary and infant teachers education experiment, in a geometry course in the 2nd year of studies of a degree in education. The subject of this study is the construction of definitions, a process developed through working on exploratory tasks. Specifically, we seek to know which features of definitions of geometric figures do prospective teachers attend to when selecting and constructing definitions and how the spatial and geometric structuring of the figures relates to the process of defining. Data was gathered from the participants’ reports, audio and video records of classroom discussions on definitions of quadrilaterals and of parallelepipeds. The results show that initially the participants had misconceptions about definitions, just focusing on the necessary properties of the figures. The work developed led them to consider the sufficiency and inclusiveness of the condition. The participants constructed mostly correct but not economic definitions, mobilizing a deeper knowledge of the figures. The spatial and geometric structuring of the figures influenced the process of defining, but also evolved with this activity. Finally, the construction of definitions in the final stage of the study of figures promoted the articulation between the definitions and their classification.
Abstract. This article reports a research concerning a prospective elementary and infant teachers education experiment, in a geometry course in the 2nd year of studies of a degree in education. The subject of this study is the construction of definitions, a process developed through working on exploratory tasks. Specifically, we seek to know which features of definitions of geometric figures do prospective teachers attend to when selecting and constructing definitions and how the spatial and geometric structuring of the figures relates to the process of defining. Data was gathered from the participants’ reports, audio and video records of classroom discussions on definitions of quadrilaterals and of parallelepipeds. The results show that initially the participants had misconceptions about definitions, just focusing on the necessary properties of the figures. The work developed led them to consider the sufficiency and inclusiveness of the condition. The participants constructed mostly correct but not economic definitions, mobilizing a deeper knowledge of the figures. The spatial and geometric structuring of the figures influenced the process of defining, but also evolved with this activity. Finally, the construction of definitions in the final stage of the study of figures promoted the articulation between the definitions and their classification.
Description
Keywords
Geometria Quadriláteros Raciocínio geométrico Estruturação Definir Formação inicial de professores Geometry Quadrilaterals Geometric reasoning Structuring; defining Prospective teacher education
Citation
Brunheira, L., & Ponte, J. P. da. (2018). Definir figuras geométricas: uma experiência de formação com futuras professoras e educadoras. Quadrante, 27(2), 133–159. https://doi.org/10.48489/quadrante.22965
Publisher
Associação de Professores de Matemática