A atividade orientadora de ensino na graduação: potencialidades e limitações das situações desencadeadoras de aprendizagem no ensino de geometria analítica

Abstract

This research aims to propose and analyze the potential of triggering situations for learning aimed at the appropriation of concepts of Analytical Geometry, by students of the Licentiate Degree in Mathematics. The Teaching Guidance Activity is based on the cultural-historical theory and on the Activity theory, being the mediation between the activity of the teacher and the student. The initiative for the use of this theoretical-methodological basis in higher education came from the perception of the lack of explicit use of teaching methodologies in subjects with mathematical content in the Licentiate Degree, considering that this is a course that trains teachers who use different teaching methodologies in his professional performance. In this research, studies were carried out on the historical movement of Analytical Geometry, and on its presence in curriculum matrices in both basic and higher education. From this study, three triggering learning situations were elaborated that compose a didactic experiment with the students of the Analytical Geometry discipline of the Mathematics Degree course at the Federal Technological University of Paraná – Curitiba Campus. The analysis, carried out from isolates, showed that the remote model does not present an adequate space for interaction and cooperation of students, making it difficult to motivate and create needs to solve the triggering problems.