Abstract
Abstract: This article presents a partial excerpt from an ongoing master's research on the methodological theoretical aspects of problems related to the content of volumes, selected from the evaluations of the National High School Exam (ENEM). The Exam consists of a test proposed by the Brazilian federal government, which aims to assess the performance of students at the end of high school, in addition to being used as a selection criterion to enter higher education. In this way, a didactic situation is proposed in the context of ENEM structured in the Theory of Didactic Situations (TSD) and subsidized by the use of the GeoGebra software as a technological resource for the construction and resolution of the problem situation on the volume of a cylinder. The didactic session was consolidated in Didactic Training Engineering (EDF) and developed to design a didactic resource for teaching and training mathematics teachers. GeoGebra was used to carry out the didactic transposition of the problem, as it benefits the student to break the difficulties inherent in the understanding and appropriation of geometric concepts. This structure facilitates didactic mediation, in addition to giving a new meaning to the study and teaching of volumes in the context of ENEM assessments.
Highlights
In the last decades, there has been a marked contribution of methodological and investigative resources from the Didactics of Mathematics, of French origin, related to the training of Mathematics teachers and the design and proposition of didactic and methodological resources that can support the teacher to improve planning and the execution of its didactic sessions for teaching mathematics
This article presents a proposal for a didactic situation for mathematics teachers in the light of the National High School Examination (ENEM), which offers suggestions that can positively impact teaching practices in the teaching of cylinder volume, as well as in the conduct and exposure of students. concepts included in this exam
The research was based on the Didactic Training Engineering (EDF) methodology, given that it establishes a connection between research and teaching, enabling the researcher to carry out an analysis of structured didactic situations and to provide greater solidity to professional teaching training, as well as such as the design of didactic resources aimed at teaching mathematical concepts implemented in the classroom
Summary
There has been a marked contribution of methodological and investigative resources from the Didactics of Mathematics, of French origin, related to the training of Mathematics teachers and the design and proposition of didactic and methodological resources that can support the teacher to improve planning and the execution of its didactic sessions for teaching mathematics. The situation will be validated and substantiated through the experience of the four phases of the TSD (action, formulation, validation and instiutitionalization), using the GeoGebra software as an educational technological aid This theory allows us to model a didactic resource that serves as input for mathematics teachers in initial or continuous training, based on EDF, Francisco Regis Vieira Alves, Rosalise Carvalho de Sousa, Francisca Claudia Fernandes Fontenele establishing an environment appropriate to the understanding of essential concepts in the elaboration of strategies and problem solving schemes, in addition to enriching geometric thinking and special visualization of the volume content
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