Ensinar a pensar como metodologia em geometria descritiva

Abstract

Teaching to think is a topic that is growing in education and several researchers appeal to its use as a mean to promote student’s autonomy, self-esteem and thought. Many students show learning disabilities because they simply memorise and reproduce the formulas they were conveyed, as if they were machines or computers, limiting the ability to relate concepts, articulate contents or apply them to new situations. In Descriptive Geometry, the presented issue is perceived by the negative results throughout the past years. Therefore, despite some obstacles teachers might encounter, we stand for a methodology that favours teaching by discovery, centred on the student. The learner should feel confident and motivated to solve a problem, presenting hypothetical responses as trial and error until the correct solution is found through intuition and deduction. This was the methodology adopted in the Teacher Training that underlies the production of this report and which was intended to gauge its effectiveness with a 12th form group.

Date of Award	9 Jul 2013
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	José Henrique Silveira de Brito (Supervisor) & Ana Sofia Guimarães Thenaisie Coelho (Supervisor)