DIDACTIC MEDIATION IN ONLINE COLLABORATTIVE SITUATIONS WITH DYNAMIC GEOMETRY

Authors

  • Mirella Cysneiros Universidade Federal de Pernambuco
  • Verônica Gitirana Universidade Federal de Pernambuco

DOI:

https://doi.org/10.14572/nuances.v25i2.2971

Keywords:

Mediation Didactic, Collaborative Learning, Dynamic Geometry, Online Education, Reflection Symmetry

Abstract

This paper discusses an investigation on Didactic Mediations in a situation specially built for the collaborative learning of the concept of reflection symmetry within a Dynamic Geometry software shared online. CSCL (Computer Supported Collaborative Learning), concepts of axial reflection and on learning reflection symmetry were used to construct the situation. The methodology consisted of the design of situations and experimentation with three mathematic teachers in-service training and a teacher Mediator Faculty. The chat and interactions within geometry objects were treated with a Content Analysis. Results reveal a script of activities that starts with an individual interaction with the problem, passes a session of cooperation and finish with collaborative activities in which learners take responsibility of the didactic mediations. Observation of action of the colleague or teacher in geometry environment proved to be essential to the mediation.

http://dx.doi.org/10.14572/nuances.v25i2.2971

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Author Biographies

Mirella Cysneiros, Universidade Federal de Pernambuco

Licenciada em Matemática

Mestre em Educação Matemática e Tecnológica pea UFPE

Verônica Gitirana, Universidade Federal de Pernambuco

PhD em Educação Matemática, Bacharel e mestre em Matemática, vem atuando em formação de professores de matemática e pesquisa em tecnologia na educação matemática.
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Published

2014-11-28

How to Cite

CYSNEIROS, M.; GITIRANA, V. DIDACTIC MEDIATION IN ONLINE COLLABORATTIVE SITUATIONS WITH DYNAMIC GEOMETRY. Nuances: estudos sobre Educação, Presidente Prudente, v. 25, n. 2, p. 39–64, 2014. DOI: 10.14572/nuances.v25i2.2971. Disponível em: https://revista.fct.unesp.br/index.php/Nuances/article/view/2971. Acesso em: 22 jul. 2024.

Issue

Vol. 25 No. 2

Section

Dossiê

License

Atribuição-NãoComercial
CC BY-NC
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