A aprendizagem significativa em ambientes colaborativo-investigativos de aprendizagem: um estudo de conceitos de geometria analítica plana

Abstract

The present study aims to highlight the proposal on mathematics teachers at commitment about investigative and exploratory activities, themed in the treatment of analytic geometry topics. We use as support to research, meaningful learning theory (TAS) designed by David Ausubel. We direct qualitative looks to the subject when we consider the space and the tentativeness of their experiences. We did the convergences of TAS to Phenomenology and use thereof as methodological support for treating the whole process which resulted in the analyses. We use computer technologies to support face-to-face and virtual interactions, enabling the dynamism and the colaboratividade of the environment Virtual Math Teams with Geogebra (VMTwG) and the software Geogebra. By perception and description of explicit and implicit manifests the subjects, that is placed in the crisis that interrogates our question guideline. We seek and structure the understandings that have showed the interactions. Analytical and reflective looks launched altogether, which had and plan nuclear units: characteristic manifests the subject commitment while members of a collaborative group; manifests indicating the posture of subjects that explore and investigate; application of thoughts on Dynamic Geometry (GD) and GD software, and Manifests that suggest the presence of aspects such as the theory of meaningful learning. We support these units to present what we believe to be the understandings phenomenon questioned that provide structured arguments for treating our question guideline.