Contribuições do Software Geogebra para a aprendizagem sobre simetria no 1º ano do Ensino Médio

Abstract

The objective of this work was to analyze the possible contributions of GeoGebra software in the teaching-learning process of the students of the 1st year of high school, about geometry, specifically with regard to the concepts of symmetry. For this purpose, a case study type research was carried out, which is classified as: exploratory as to its objectives, qualitative reporting the approach and bibliographic in view of the technical procedures assumed. Within the scope of the methodological procedures of the research, it was sought to compare the development of two classes regarding the theme addressed, initially using a pre-test. After this step, both classes had five distinct lessons on the proposed content: one using the GeoGebra software application and the other not. For the survey of the theoretical precepts that underpinned the research on the teaching of symmetry and the use of software for its teaching, we used studies of authors such as: Lorenzato (1995); Ferreira (2010); Boyer&Merzbach (2012); Fonseca (2010); Kenski (2007), among others. Through this survey was also added a brief discussion about the history of symmetry, the teaching of geometry, the use of technological resources in education and the GeoGebra software. Knowing that the teaching of mathematics today has become a constant challenge in both levels of education, with the need to take the most attractive, motivating and dynamic classes for students, our research question sought to answer how the use of GeoGebra educational software can contribute to the teaching of this discipline, specifically, with regard to the teaching of symmetry. After the inferences made, the results of the research pointed out, through the students' performance, that the GeoGebra software proved to be a great ally in the teaching-learning process in the symmetry content.