Resumo

SOUSA, Rosalide Carvalho de et al. Theory of Didactic Situations and Remote Education in pandemic times: A proposal for teaching the concept of Volume through the Google Meet platform and geogebra software. Rev. iberoam. tecnol. educ. educ. tecnol. [online]. 2021, n.28, pp.174-183. ISSN 1851-0086.

In the midst of the Coronavirus pandemic - COVID 19 and the social detachment that caused the closure of all educational institutions around the world, teachers were forced, in an emergency way, to reinvent themselves in the process of transmitting education to students with the purpose of reducing the impact that this situation had on the strategic learning procedure. In light of this, this article presents some results of an ongoing investigation, which takes place at the Federal Institute of Education, Science and Technology of Ceará - IFCE, Brazil, whose application was carried out through Remote Education. These results sought to answer the following question: Is it possible, through Remote Teaching, to apply the dialectic of Theory of Didactic Situations (action, formulation, validation and institutionalization), in order to promote the deductive logical development for solving problems? In this way, a didactic situation is presented from the perspective of ENEM that was structured in the four phases of TSD, with the support of the GeoGebra software and based on EDF, in which the main characteristic is the production of didactic resources and teacher training. GeoGebra was used to model the problem, as it allows the learner to move and visualize elements and mathematical properties essential for the development of logical-deductive reasoning necessary to solve problems.

Palavras-chave : Didactic situations theory; Remote teaching; Didactic engineering; Volume; GeoGebra; Teacher training.

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