GEOGEBRA IN TEACHING AREA CALCULATION IN CHEMISTRY DEGREE COURSES – A REPORT FROM PÁXIS TEACHER
This article is an excerpt from my Master's research in which the objective was to use Geogebra as Information and Communication Technology  ICT in teaching Integral Area Calculus to understand graphic visualization by students, justified by the researcher's inquiry into in relation to teaching practice itself, seeking to use resources to minimize students' difficulties and contribute to the study of the whole. To this end, we followed a methodological path based on the observation of the researcher's teaching practice in his work environment, the Federal Institute of Education, Science and Technology Goiano  Campus Ceres in the class of the 1st period of a degree in Chemistry of a qualitative nature based on studies de Bicudo (2012), the assumptions of Ausubel's Meaningful Learning; Novak; Hanesian (1980) combined with the assumptions of Zabala's Didactic Sequence (2007). The research was of a Positivist nature in two stages: the first in the classroom in a traditional way and the second in the computer laboratory using GeoGebra to solve and visualize the defined integral. At the end of the activity, the students responded to an email discussing what they thought of the two methodologies used. Thus, the research concluded that the use of ICT in teaching the calculation of the area of a defined integral was better understood by the students, as they interacted with the computer when solving the activities and, therefore, contributed to the construction of their knowledge.
GEOGEBRA IN TEACHING AREA CALCULATION IN CHEMISTRY DEGREE COURSES – A REPORT FROM PÁXIS TEACHER

DOI: https://doi.org/10.22533/at.ed.5584162408053

Palavraschave: Teaching praxis. GeoGebra. Calculation. Information and Communication Technology.

Keywords: Teaching praxis. GeoGebra. Calculation. Information and Communication Technology.

Abstract:
This article is an excerpt from my Master's research in which the objective was to use Geogebra as Information and Communication Technology  ICT in teaching Integral Area Calculus to understand graphic visualization by students, justified by the researcher's inquiry into in relation to teaching practice itself, seeking to use resources to minimize students' difficulties and contribute to the study of the whole. To this end, we followed a methodological path based on the observation of the researcher's teaching practice in his work environment, the Federal Institute of Education, Science and Technology Goiano  Campus Ceres in the class of the 1st period of a degree in Chemistry of a qualitative nature based on studies de Bicudo (2012), the assumptions of Ausubel's Meaningful Learning; Novak; Hanesian (1980) combined with the assumptions of Zabala's Didactic Sequence (2007). The research was of a Positivist nature in two stages: the first in the classroom in a traditional way and the second in the computer laboratory using GeoGebra to solve and visualize the defined integral. At the end of the activity, the students responded to an email discussing what they thought of the two methodologies used. Thus, the research concluded that the use of ICT in teaching the calculation of the area of a defined integral was better understood by the students, as they interacted with the computer when solving the activities and, therefore, contributed to the construction of their knowledge.
 Jonatas Teixeira Machado
 Alessandra Salgado de Araújo Machado
 Elaine Cristina de Araújo
 Lidiane Rosa de Almeida