The Future of Education
Geogebra and Cuisenaire Bars in the learning process in the 1st cycle of basic education
Paula Quadros-Flores, Escola Superior de Educação - Instituto Politécnico do Porto (Portugal)
Dárida Fernandes, School of Education of the Polytechnic Institute of Porto (Portugal)
Daniela Mascarenhas, School of Education of the Polytechnic Institute of Porto (Portugal)
Mariana Santos, School of Education of the Polytechnic Institute of Porto (Portugal)
Abstract
Knowing how to select a didactic resource is today a challenge for the teacher. In this article we wanted to compare the impact of the use of Cuisenaire Bars and the Geogebra platform on the involvement of 23 4th grade students, so we used the indicators of Laevers scale (1994). This is an integrated research in the Supervised Teaching Practice of the Master's Degree in Teaching in Primary School and Mathematics and Natural Sciences in Secondary School, which highlighted the action research as a methodology that promotes the transformation of educational practice and the construction of teaching professionalism. Data collection involved participative observation, interview and the application of a questionnaire survey. The results show that in an analogous situation Geogebra has more significant potential in promoting concentration, expressed in facial expression, posture, persistence, reaction time and creativity, which leads us to conclude that digital technology, in addition to captivating children, has significant effects on the learning process with positive impact on learning and skills development.
