Escola Superior de Educação e Ciências Sociais, Instituto Politécnico de Leiria (PORTUGAL)
About this paper:
Appears in: INTED2022 Proceedings
Publication year: 2022
Pages: 9719-9726
ISBN: 978-84-09-37758-9
ISSN: 2340-1079
doi: 10.21125/inted.2022.2550
Conference name: 16th International Technology, Education and Development Conference
Dates: 7-8 March, 2022
Location: Online Conference
The teaching and learning of mathematics present numerous challenges. On the one hand, students often demonstrate a lack of motivation, difficulties in the acquisition and application of mathematical knowledge, and a poor development of mathematical skills, such as reasoning, problem solving and mathematical communication. On the other hand, teachers often question and reflect on whether the strategies and resources they adopt are the most appropriate for the development of mathematical skills and for addressing the students' difficulties.

In this context, the potential of the use of manipulative materials and digital educational resources for learning, in general, is well known, but what will be the contribution of the use of these resources to the development of mathematical skills?

In this study, we intended to know, in particular, the contribution of the use of these resources (technological and manipulatives) to the learning of geometric concepts related to the calculation of the perimeter of the circle. Accordingly, it was proposed to the students of two classes of the 6th grade the realization of an investigative task in which it was intended that students deduce the formula of the perimeter of the circle. For this, in one of the classes, the investigation was supported by a geometry software (GeoGebra) and in the other, students used manipulative materials with the same goal: deduce the formula of the perimeter of the circle.

This is a case study of mixed nature, based on the interpretative paradigm, which sought to assess the impact of the use of technological resources and manipulative materials on learning. In addition, we sought to identify students' perceptions of the contribution of these resources to their learning and motivation through the application of a questionnaire after the completion of the research task. Participant observation and document analysis of the students' productions were also used.

The results, still preliminary, point to positive perceptions of the students about the contribution, both of the use of manipulative materials and of the Geometry software, to their learning and motivation. Although they were pleased with the use of these resources, a significant number of students showed difficulty in understanding the procedure of calculating perimeter, and the resources contributed only to the understanding of the concept. There were also difficulties in transferring what was explored through the resources to new situations, tasks, and contexts.
GeoGebra, Manipulative materials, Geometry, Teaching and learning, Mathematical skills.