O uso de celulares e computadores como meios de construção de significados para a compreensão do teorema de Pitágoras em uma sequência didática

Abstract

The use of digital technologies in school activities has intensified in recent decades, especially in the context of the pandemic and post-pandemic period, standards, where tools such as cell phones and computers have become recurring resources in the educational environment. Given this scenario, this research aimed to investigate how the use of cell phones and computers, through a didactic sequence guided by a problem situation, can contribute to the construction of meanings related to the Pythagorean Theorem. The research resulted in the Educational Product entitled "The Construction of the Pythagorean Theorem with the Use of Technological Resources," characterized as a didactic sequence composed of five lessons, intended for 27 students in the 9th grade of the final years of elementary school, and was applied in a public state school in Minas Gerais. The development of this Educational Product required the availability of computer labs and the use of cell phones as a pedagogical resource. The theoretical framework adopted is based on Vygotsky's (2000) historical-cultural perspective, highlighting the concepts of mediation; education as a social function according to Zabala (1998); and the use of technological resources in the teaching and learning process advocated by authors such as Kaleff (2011), Pocinho and Gaspar (2012). The qualitative research used written records, field notes, student work, and audio recordings made by the researcher during classes as data collection instruments. The data were organized and analyzed based on Content Analysis, as proposed by Bardin (2016). The analysis sought to identify evidence of meaning construction, according to Ausubel's (2003) teachings, regarding mathematical content, as well as the ways in which students appropriated technological resources throughout the stages of the sequence. The results showed that, throughout the teaching sequence, students not only mobilized mathematical concepts but also advanced in the conceptual appropriation of the Pythagorean Theorem, articulating theory and practice in solving the proposed problem situation. It was observed that digital technologies acted as mediating means in the construction of meanings, favoring interaction between peers, the development of mathematical language, and the consolidation of potentially significant learning, in accordance with the adopted theoretical frameworks.