Criação de vídeos no contexto de aula de matemática: o uso do software Powtoon no trabalho com área e perímetro com alunos do 7° ano do ensino fundamental

Abstract

This Critical-Reflective Report is the result of research regarding the production of videos using Powtoon software with elementary school students. Powtoon is a software that allows the elaboration of animated videos, being possible to be used as a tool to assist in the teaching-learning process. Through this appointment, we will use this resource, in order to develop activities in the context of Mathematics class. In this sense, this research aims to analyze the contributions of the creation of videos by Powtoon in the work with area and perimeter for students in the 7th year of elementary school at an education school in the countryside of São Borja/RS. Due to its nature, the research is considered qualitative, since the data collected is predominantly descriptive, based on elements of action research, so that it can help improve the subjects' understanding of the topic and the practices carried out by the researcher. The research subjects are six students from a rural school in São Borja/RS who form the institution's 7th grade class. Therefore, the steps of the research are based on the following way: 1) Application of a questionnaire involving the area and perimeter theme with the seventh year students; 2) Creation of videos, which will take place in four stages, namely: a) Conversation with students and presentation of the proposal, b) Research on the topic, c) Creation and finalization of videos, and, finally, ad) Dissemination of videos; 3) Individual conversation about the answers obtained in the initial questionnaire. Regarding the analysis procedures, the research is based on content analysis and is based on observations and notes during the meetings, on the questionnaire and its discussion, and on the videos created by the students. As a result, we present two a priori analytical categories, which are: 1) Concept of area and perimeter, in which we visualize the understanding and development of students in relation to the topic; and 2) Technology, Video and Mathematics Education, discussion of how students relate to technology and video in the classroom. In conclusion, it is clear that students are committed to video production and have developed deeper understandings of area and perimeter. However, it is noted that the students' conception of video production is associated with the traditional class model, which allows us to question the way in which classes have been organized in Basic Education.