Aprendizagem significativa em matemática mediada pelo Geogebra: articulações entre geometria e álgebra

Abstract

This dissertation sought to analyze the contributions of using the GeoGebra software to foster meaningful learning in the construction of geometric and algebraic knowledge by 9th-grade students in middle school. The research focuses on the interaction between Geometry and Algebra, based on the perspective that the articulation between different mathematical representations, enhanced by digital technologies, may promote the attribution of meaning to the concepts studied, in light of the Theory of Meaningful Learning (TML) proposed by Ausubel. The study involves a literature review, the design and implementation of didactic activities using the dynamic geometry software GeoGebra, as well as the analysis of students’ productions and strategies employed during task solving. The research seeks to identify how prior knowledge is mobilized and how the processes of assimilation, progressive differentiation, and integrative reconciliation of new geometric and algebraic concepts occur. The results indicate that the systematic use of GeoGebra contributes to visualization, dynamic exploration, and conceptual understanding, while also positively impacting students’ performance and motivation. It is suggested that GeoGebra constitutes a pedagogical resource with significant potential, capable of enhancing Mathematics teaching practices and promoting more integrated and contextualized learning.