Uso do rastreamento ocular na formação de professores: uma revisão em geometria
Palavras-chave:
Rastreamento ocular, Formação docente, GeometriaResumo
Este estudo captura trabalhos que usam o Rastreamento Ocular (RO) como uma das formas de produção de dados sobre a aprendizagem em geometria. A revisão ocorreu a partir do estudo de Strohmaier et al. (2020). Foram revisitados 22 artigos com foco na geometria, nenhum brasileiro. A síntese dos estudos analisados indica que os objetos de análise das investigações envolvem elementos visuais e habilidades espaciais; criatividade matemática; carga cognitiva de tarefas; duração e atenção de fixação em leitura de enunciados, figuras ou gráficos; desempenho e influência de erros e confiança na solução de problemas; e o direcionamento do olhar do professor, ao interagir com seus alunos no esclarecimento de suas dúvidas. Os conteúdos abordados envolvem resolução colaborativa de problemas geométricos, ensino de coordenadas cartesianas, problemas em cálculo vetorial, leitura de figuras em provas de geometria, visualização espacial em problemas matemáticos, avaliação da imaginação espacial em alunos do ensino fundamental. Há um predomínio de pesquisas com alunos, e o desdobramento da análise aqui ilustrada objetiva trazer possíveis contributos do RO para a formação docente – particularmente, sobre tarefas propostas em cenários com RO.
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Copyright (c) 2024 Marcelo Almeida Bairral, Rhomulo Oliveira Menezes, Marcos Paulo Henrique
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