O potencial pedagógico da videoaula no aprender Matemática

Abstract

The present study had the objective of analyze the pedagogical potential of the video in learning Mathematics. For that, were produced and presented two videotapes about Exponential to three classes of selected students. The research subjects are students of the first year of one State High and Fundamental School of the city of Pelotas-RS. The research sought to rely on the contributions of neuroscience in the field of emotions and the interlocution of this area with education. In order to carry out the study, the research methodology used was the qualitative type and the case study was adopted as a research strategy. Were used as instruments of data collection an open questionnaire, observation and semi-structured interviews. To guide the data collection and analysis was chosen the categorical analysis of Bardin (2004), having been established three thematic categories: reactions when watching videotapes; class with video and expository class and teacher/student relationship. The results of the research made possible to verify that the videotapes produced has contributed to the students' learning. The videos have helped as a didactic resource to reinforce the exponential programmatic content, besides being a pleasant form of learning Mathematics, using the digital technology present in the students' daily routine. However, according to the subjects of the research, although videotape is a didactic resource that assists students in their learning, as an important tool to learn and review the content in a different and relaxed way, the lectures, using blackboard and pen, are still required. The presence of the teacher is still necessary to respond doubts of what was not well explained in the video.