As tecnologias de apoio ao conhecimento Matemático: uma experiência no 2.º CEB

Abstract

The current mathematical education emphasizes the active participation of students in the classroom dynamics, in their interactions, in a process in which the teacher, being a facilitator of the learning, can support the student in the construction of proficient and deep mathematical representations, gradually transferring control of the quality of their learning. This perspective of work clearly requires, on the part of the teachers, courage in the rupture with the traditional teaching methodologies. In this study and throughout a school year, diverse strategies were developed and various technological resources were used in the approach of Geometry to a set of 39 students of the 5^th school year. This topic, filled with specific terminology, properties and relations between geometric objects, of theorems, in a logic of pure, abstract mathematics, which hinders students' learning, with the said approach, allowed a great implication on the part of the students, discoveries, learning and self-assessment of knowledge. In this way, the right to and access to the same learning opportunities, in the true meaning of an inclusive school, which respects the idiosyncratic characteristics of each one, diminishes inequalities and gives preference to understanding instead of short-term memorization.

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