Resolução de problemas e tecnologias digitais de informação e comunicação em um ambiente virtual: uma proposta para o ensino de derivadas

Abstract

This presents a study on an investigation of contributions to the use of GeoGebra work to study students' cognitive learning in a scenario with a major issue related to teaching teaching and their learning difficulties. However, reality transcends a factor that cannot be ignored in the research universe, when approaching a new direction in virtual classes using ICTs. That said, this perspective as an object of study includes research and how it can interfere in a positive way or in the teaching-learning process is negative. The division of the steps will be fragmented into three segments where preliminarily a literary study will be carried out about the productions carried out in the field and application of the virtual environment, highlighting the first contact of the student body with the GeoGebra Calculus I software in a virtual one; and apply as modeling activities with the Software within the environment in a participatory way in order to transfer to students the concepts and learning applications, respectively. The process will be evaluated electronically, where the cognitive instruments will be evaluated as important factors, this process of cognitive development will be inserted in the instruments of evaluation of the class and of the interview. The study analyzes and reflects on the implications of the software application conditions, both for the insertion of the modeling and in relation to the virtual environment. The research work with these practical applications and possibilities of use to apply the teaching of the class that will contribute to the learning of the class that will contribute to the learning of the class that can also contribute to the learning of the class as well as to learn and to discover in a path to teaching the beneficiaries themselves. In addition to verifying the learning environment and that technology is distant, it is possible that virtual environments can collaborate with reality and that virtual environments can collaborate with this reality more. Finally, the results confirm: Modeling (GeoGebra), Virtual environments can be interconnected in order to contribute to the students' learning process.