Potencialidades do MOOC para aprendizagem de geometria : uma proposta de um modelo para os níveis 1,2 e 3 de Van Hiele

Abstract

It is noticeable that new ways of communication stimulated by technological advances favor the transmission of knowledge through Distance Education (EaD). In this sense, this dissertation presents the development of a MOOC (Massive Online Open Courses), focusing on the approach of the first three stages to Van Hiele's Theory, in order to simulate the learning of plane and spatial geometry in 3rd year students. of High School in the state education network in the city of Caxias-RS. Nation and hosting of the MOOC, a Moodle platform from the Federal University of Pampa (UNIPAMPA) was used, in a course consisting of 6 modules, with dynamic activities through videos and interactions with the use of gamification for the student. As a result, it is proposed that the objects are well prepared to identify those related to Level 1 of Hiele's Theory. Regarding level 2, it was found that students showed an average increase in performance when compared to the pre-test. However, this index is below the expected and has other works found in the literature, this group is not sufficient to operate the level 3 of the Van Hiele model. The other levels were also known by the pre and post-tests and it was discovered that students have insufficient knowledge. For this reason, this work also serves as a warning for more questions to be asked in this regard. In the end, there was an evaluation of the (MOOC) by the students, who pointed out as positive points, the design, the variety of activities, the interactive videos, the sources of the texts, the easy navigability and games. However, suspicious videos are recorded, such as the playing time of the questions and the high number of questions. To conclude that this action highlights the students of the technologies and resources of plane geometry.