Mapas Conceituais nas aulas de Matemática

Abstract

This dissertation brings a theoretical discussion about conceptual maps, characterizing them as tools that help in the mental organization of concepts and allows, in educational terms, both to be used as assessment instruments by the teacher, as well as self-assessment by the student. A literature review articulates theorists who discuss the educational possibilities of conceptual maps with the theory of meaningful learning. Conceptual maps are characterized in this work as potentially facilitating procedures for the organization of mathematical thinking, fostering what Ausubel calls meaningful learning. In order to verify its acceptance and impact in the organization of mathematical thinking, tasks were proposed in a class of the sixth year of elementary school in a public school in the metropolitan region of Rio de Janeiro, exploring conceptual maps to work on the classification of triangles. During the sequence, survey participants made conceptual maps on the paper and the miMind application on the cell phone, hierarchically identifying the concepts. The results showed that, despite an initial resistance, by breaking the traditional classroom model and the allowed and encouraged use of the cell phone, students appropriated the use of conceptual maps and their layout was characterized as a facilitator of the organization of mathematical concepts explored.