Experimentos didáticos para os processos significativos de ensino e aprendizagem

Abstract

This dissertation's subject of study was education and the object of investigation was the use of pedagogical materials, more specifically mathematical experiments. Hooke's Law Experiment and the Flat Mirrors Experiment were explored. The study aimed to present the way in which the aforementioned materials were constructed and their potential with the purpose of proposing the development of activities or teaching processes and significant learning of programmatic contents in Mathematics, Physics, Science and nvironmental Sciences, among others. The didactic proposal in question seeks to characterize the existing conformity with the assumptions of Ausubel and Rogers' Theory of Meaningful Learning. Teaching resources are materials used by teachers in the classroom context and with the purpose of assisting the teaching and learning processes. The use of a mathematical experiment for pedagogical purposes has the potential for contact/interaction so that the student can experience certain phenomena and allows the construction of meanings, observing the knowledge that they have already acquired or experienced. The mathematical experiments explored in this research foresee their uses in association with the syllabus of Mathematics and Environmental Sciences for students, in addition to characterizing certain aspects that are foreseen in the National Common Curricular Base for teaching.