Uso de vídeos no processo de ensino e aprendizagem de geometria fractal

Abstract

The dynamics and exhibitions involving non-Euclidean objects, where fractals are inserted, allow students to lead to perceptions hitherto hidden by essentially Euclidean concepts. It appears that fractal geometry topics have been inserted in official documents of didactic guidelines for basic education. However, proposals involving approaches to this content still in teacher training courses do not follow the rise observed in the scenario of proposals aimed at elementary and high school. In this sense, this qualitative research is inserted, whose central objective is to explore possibilities for Fractal Geometry to be taught in an on-line and open continuing education course and, consequently, to be inserted in basic education classrooms. The elements that permeate the theoretical foundation of research in the field of Mathematics Education are briefly presented. An overview of a systematic review is presented that sought to investigate trends and concepts in the teaching of fractal geometry in the classroom. To this end, the Taxonomy of Educational Objectives was applied as a tool for the qualitative analysis of Learning Objects. From this, the products developed in this research are presented, namely: the on-line course dedicated to the continuing education of teachers as well as a set of twelve Learning Objects produced in this context. The results of a pilot application of the course are presented and discussed. We based the analysis on a quali-quantitative approach to interpret the data obtained through questionnaires applied to the participants involved in the training course. In general, the course was well accepted by the participants and the teaching material made available was considered adequate for the possible levels of detail on the subject. Finally, future perspectives for research are presented, as well as some final comments.