Percepção dos conhecimentos dos professores de matemática por meio do modelo de Van Hiele associado com a sequência didática utilizando o software geogebra

Abstract

Van Hiele's model had its origin in 1957, through the doctoral thesis of Dina Van Hiele-Geldof and Pierre Van Hiele at the State University of Utrecht, it is a model that contributes to the teaching and learning process of Geometry. It consists of verifying through activity which level of geometric knowledge the individual is, classifying them in levels ranging from 1 to 5. Currently, teachers have been more concerned with the amount of content than with the quality of the classes. Few teachers are able to face the complex changes brought about by (COVID-19), enhanced by technological advances. It is still a deficiency the lack of updating of training or preparation of teachers to work with technological tools such as, for example, the Geogebra Software, a fundamental tool for teaching Mathematics subjects. The objective of this work is to analyze, through Van Hiele's theory and the didactic sequence, using Geogebra, the level of geometric knowledge of Mathematics teachers from the State Education Network of the city of Humaitá / AM. The methodology presents the qualitative and quantitative research approach, conducted by the line of research-training, which had its unfolding through the application of a questionnaire and activity, with open questions, initiated after previous approval by the Ethics Committee and informed consent of the participants. Regarding the quantification and characterization of the research carried out at (BDTD) in the period (2008-2019), it was observed that out of a total of eleven selected works, 81.1% correspond to research aimed at higher education and use the method of participant research. Only 18.8% of the works were related to elementary education. Regarding the use of the Geogebra Software, it was identified that it is a little explored tool, but that when used by teachers they have great relevance to teaching. Regarding the application of the Van Hiele Model, it was found that the highest level of geometric knowledge was the fourth level. Showing that at this level it is necessary to have a solid base of knowledge and geometric concepts. The results indicated that some actions in planning aimed at the teaching and learning process of Geometry, need to be rethought. It was found that 10% of teachers have difficulties in working with technological tools such as, for example, Geogebra. Most teachers are still attracted to the traditional painting / brush, given that 80% of those surveyed said they work daily in their classes using this methodology. Approximately 80% of the teachers claimed to have difficulties in working with the technologies, justifying this lack due to the lack of training and, also, to the adequate physical space in a way that is favorable for the development of this teaching purpose.