In the middle of Information Age, in which young people show up passionate and eager for technological innovations, it is no longer possible to practice in the classroom, in a perennial way, only just the traditional teaching methodologies. This research aimed to innovate pedagogically by establishing theoretical and practical connections between the applicable Computer Graphics and the High School Analytic Geometry content in order to develop the skills required to students. The kinds of methodologies used in this research were: descriptive and exploratory (as for objectives), qualitative
(as for approach), and literature review (as for procedures). The aim was achieved through a thorough literature review, culminating in the development of conceptual maps, which correlated concepts of Analytical Geometry with concepts of Computer Graphics. Didactic sequences, also were prepared, defined based on Meaningful Learning Theory of Ausubel and the Theory of Geometric Reasoning Levels of Van Hiele and adapted from problems publicly available by University of Cambridge’s NRICH Project. The adaptation was necessary in order to allow the problems resolution with the use of a ray-tracing software called POV-Ray.
|
