A robótica como auxílio à aprendizagem da matemática: percepções de uma professora do ensino fundamental público

Abstract

This report presents an investigation of which the main objective was to verify the applicability of the robotic educational tool as an instrument for teaching and learning mathematical contents: angles and plane geometry, in the 7th year of grade school. The Educational Robotics (ER) arises interest in the students because the new technologies are a part of their lives and, when assembling and programing a robot they explore and life lessons of their daily life. It is a tool for the production of knowledge that offers the opportunity for developing reasoning, teamwork and the socialization of knowledge. Curricular contents are related with the use of robotics, for example, mathematics for teaching plane geometry. Considering the possibilities of this type of educational technology as mediator of school learning, we question which are the results derived from the application of this resource in teaching mathematics in grade school, in the perception of the teacher directly involved in this application. For this work, we adopted, in the investigative dimension, the qualitative approach, in a design based on the assumptions of research-action. This type of research has empirical basis and is performed in association with an action, in this case, the application of educational robotics for teaching mathematical contents in the 7th year of grade school, and in which the researchers (in this case the researcher and her counselor) and the participants representative of the situation (in this case the grade school teacher and, indirectly, the students from the class) are involved in the investigation a cooperative or participatory manner. We consider that the activities elaborated and applied during the execution of the project allowed the student the role of learning, expanding the possibilities of interaction of the content to beyond the classroom. It also allowed alternatives to pedagogical actions for the mathematics teachers, allowing them to act as mediator of the learning process, thus, breaching the traditional method for teaching mathematics.