A metacognição no ensino da geometria descritiva

Abstract

The present work proposes to cooperate, while added value, in clarifying the concept of metacognition. The presence of Geometry in multiple technology areas, scientific and artistic works, or even personal influence, making a conscious introduction to methods and skilled strategies in solving strategies and generating abilities. The appropriateness and the application of the concept of Metacognition to the programmatic content of the discipline of Descriptive Geometry seek, in this sense, reveal the importance of Metacognitive strategies dynamization as a promoter of increased skills in students. Therefore, starting from the concept of Metacognition, we propose to launch the debate on the adequacy and dynamization of actions that reflect Metacognitive activities, who want to produce better results in the area of Geometry in general and on Descriptive Geometry in particular. With regard to its pedagogical application, and particularly to the educational discipline of descriptive Geometry, it is proposed to present work as primordial purpose seeking to provide students of techniques, knowledge and adaptive skills to new problems, to enable them to articulate knowledge and influences both social environment and academic milieu, and so overcome obstacles through Metacognitive postures, in other words beyond cognition realm.

Date of Award	2014
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Maria Helena Cardoso Palhinha (Supervisor)