O uso do software Geogebra em espaços não formais no ensino da geometria, para alunos do 7º ano do ensino fundamental

Abstract

This research was carried out with the intention of affirming that the teaching and learning of Geometry, in non-formal spaces, with the help of the GeoGebra software, allows students an experience closer to their realities, recognizing and comparing the geometric shapes learned in the classroom, with the natural and architectural elements present in this non-formal space, thus providing understanding and recognition of geometric shapes. The central question of this research was: how can the use of GeoGebra software in non-formal spaces improve the understanding and recognition of geometric shapes by students in the 7th grade of elementary school? To investigate this issue, hypotheses were formulated, understood as null and alternative, as well as variables subject to approval or refutation. The Alternative Hypothesis (H1) had the role of stating that the GeoGebra software, in non-formal spaces, significantly improves the understanding and recognition of geometric shapes by students and the Null Hypothesis (H0) had the role of stating that there is no significant difference in the students' understanding with the use of the Geogebra software in non-formal spaces. The hypotheses were tested through statistical analysis, with the use of the T-test to be able to affirm the validity of the use of GeoGebra in non-formal spaces. This research is justified by the need to innovate the teaching of Geometry, adopting modern approaches and aligned with available technologies. In this context, the use of GeoGebra software is essential, as it allows students to learn how to deal with digital tools, developing skills relevant to the twenty-first century. In addition, the realization of this study is not only justified by the above, but also by the results obtained in the research, which if used in the school community, the benefits will be positive. The research had a mixed approach, which combined the qualitative and quantitative approaches in order to carry out a comprehensive analysis of the GeoGebra software in non-formal spaces in the teaching of Geometry, with the deductive method, with experimental research, bibliographic research and field research. Data collection was carried out through questionnaires to assess the students' previous knowledge; practical activities using GeoGebra software and geometric shape recognition tests. As a result of the research, the following was reached: The use of the GeoGebra app, combined with practical classes in an external environment, proved to be an effective approach, resulting in a significant advance in the students' geometric understanding levels. Therefore, it is verified that the adoption of technological resources and active pedagogies is a promising path for the improvement of the teaching of Mathematics.