Uma sequência didática do teorema de Pitágoras utilizando as tecnologias digitais visando a aprendizagem significativa

Abstract

This research aims to analyze the contributions of a didactic sequence related to the Pythagorean Theorem applied to the 9th grade of Elementary School in order to seek evidence of meaningful learning. The methodology employed refers to a quantitative and qualitative approach. In quantitative terms, students’ learning gain was calculated according to Hake (2002) via a didactic sequence which resulted in a high gain of 75%. In the qualitative approach, the students’ teaching and learning process was analyzed in order to reach evidence of significant learning in relation to the Pythagorean Theorem. The application of the didactic sequence contributed significantly in the teaching and learning processo f the presented concept.