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As tecnologias tridimensionais como contributo para a aprendizagem da matemática no ensino superior
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| 47.48 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Na presente investigação conjugam-se três alicerces da atualidade, a
aprendizagem da matemática, o ensino superior e as tecnologias, nomeadamente as
tridimensionais, e em particular a realidade aumentada. Estes são domínios ainda pouco
analisados, incluindo em Portugal. Assim, procurou-se contribuir para estas áreas de
conhecimento com a finalidade de problematizar o papel das tecnologias tridimensionais
no ensino e na aprendizagem da Matemática.
Metodologicamente optou-se pelo Design-Based Research, numa abordagem
mista (quantitativa e qualitativa), de índole descritiva. Os instrumentos de recolha de
dados incluem, além de grelhas de observação participante, inquéritos previamente
validados e testados, o que permite triangular os dados obtidos. O inquérito por
entrevista foi aplicado a docentes de Análise Matemática e o inquérito por questionário
disponibilizado online a estudantes de Engenharia do Instituto Politécnico de Leiria. Como resultados, salienta-se o facto de a implementação destas tecnologias
tridimensionais permitir aos estudantes alcançar a autonomia necessária para que
possam apreender conceitos mais abstratos, quer em sala de aula, quer recorrendo a
uma plataforma online, onde os conteúdos 3D criados em Realidade Aumentada foram
disponibilizados. Constata-se ainda uma clara recetividade por parte dos estudantes em
integrar dispositivos móveis nas aulas, para recorrer àquele tipo de conteúdos. De igual
modo, os docentes inquiridos revelam abertura para usar as tecnologias tridimensionais,
embora não o façam devido a limitações como o tempo, a extensão do programa, o
número excessivo de estudantes em sala de aula, e o próprio desconhecimento sobre as
mesmas.
Em suma, e também porque neste estudo confirmámos a nossa convicção de que
o papel das tecnologias tridimensionais é significativo e relevante, continuaremos a
recorrer à realidade aumentada como contributo para uma melhor e mais motivadora
aprendizagem da matemática.
In this research, three current themes were considered: the learning of mathematics, higher education, and three-dimensional technologies (especially augmented reality). These scientific fields need further analysis, including in Portugal. Thus, we sought to contribute to these areas of knowledge in order to reflect on the role of three-dimensional technologies in the teaching and learning of mathematics. Methodologically, Design-Based Research was selected, in a descriptive, quantitative and qualitative approach. Data collection instruments include, in addition to participant observation grids, previously validated and tested surveys. The interview survey was applied to teachers of Mathematical Analysis and the questionnaire survey made available online to students of engineering at the Polytechnic Institute of Leiria. We conclude that the use of these three-dimensional technologies allows students to achieve the necessary autonomy, so that they can grasp more abstract concepts, either in the classroom or through an online platform, where 3D contents created in Augmented Reality were made available. There is also a clear willingness by the students to use mobile devices in classes, with the aim of exploring that type of 3D content. The teachers we interviewed are also willing to use three-dimensional technologies, although they seldom do it, due to constraints such as the time length of the classes, the extent of the curricula, the excessive number of students in the classroom, and the lack of knowledge about them. In sum, we have confirmed our conviction that the role of three-dimensional technologies is significant and relevant. Therefore, we will continue to resort to augmented reality as a contribution to a better and more motivating learning of mathematics.
In this research, three current themes were considered: the learning of mathematics, higher education, and three-dimensional technologies (especially augmented reality). These scientific fields need further analysis, including in Portugal. Thus, we sought to contribute to these areas of knowledge in order to reflect on the role of three-dimensional technologies in the teaching and learning of mathematics. Methodologically, Design-Based Research was selected, in a descriptive, quantitative and qualitative approach. Data collection instruments include, in addition to participant observation grids, previously validated and tested surveys. The interview survey was applied to teachers of Mathematical Analysis and the questionnaire survey made available online to students of engineering at the Polytechnic Institute of Leiria. We conclude that the use of these three-dimensional technologies allows students to achieve the necessary autonomy, so that they can grasp more abstract concepts, either in the classroom or through an online platform, where 3D contents created in Augmented Reality were made available. There is also a clear willingness by the students to use mobile devices in classes, with the aim of exploring that type of 3D content. The teachers we interviewed are also willing to use three-dimensional technologies, although they seldom do it, due to constraints such as the time length of the classes, the extent of the curricula, the excessive number of students in the classroom, and the lack of knowledge about them. In sum, we have confirmed our conviction that the role of three-dimensional technologies is significant and relevant. Therefore, we will continue to resort to augmented reality as a contribution to a better and more motivating learning of mathematics.
Description
Keywords
Tecnologias tridimensionais Ensino-aprendizagem Ensino das matemáticas Ensino superior Realidade aumentada Análise matemática Recursos educativos Design-based research 3D Augmented reality Mathematical analysis Higher education students and teachers 3D Contents Mobile learning
Citation
Coimbra, Teresa - As tecnologias tridimensionais como contributo para a aprendizagem da matemática no ensino superior [Em linha]. [S.l.]: [s.n.], 2017. 341 p.