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MEANINGFUL LEARNING AND USE OF CONCEPTUAL MAP FOR
DEVELOPMENT OF ACTIVITY IN THE CLASSROOM: A CASE
STUDY IN THE TEACHING OF GEOMETRY OF BASIC EDUCATION
ABSTRACT
Concept maps are tools for organizing and representing the structure of concepts and their
relations. In education the use of concept maps can set up a strategy for teaching and learning
or an evaluative tool, among other possibilities. The idea outlined here aimed to promote
meaningful learning from the development of hierarchical concept maps, as well as reading,
interpretation and production in various forms of languages, in order to provide a qualitative
assessment for the student of his own journey as apprentice. The design of methodological
strategies of qualitative research was outlined in the landmark in a collaborative participatory
approach. In this context, the investigation began in geometry classes with students from the
eighth and ninth years of elementary school, with didactic and pedagogical actions whose
starting point was the student's prior knowledge, converting it into an object of study and
reflection, collaboratively. The aim was seeking to structure and organization of existing
knowledge to new knowledge to be learned. We believe that the activities provided to the
awakening of the student: creativity and forms of mathematical reasoning, understanding of
concepts and procedures, knowledge, interpretation and correct use of mathematical language
by associating it with the mother tongue; adoption of a reflective practice process and
metacognition. Furthermore, the conceptual maps served for the teacher as a tool for
evaluation of their teaching practice favoring the design of new educational activities.
KEYWORDS: conceptual map, meaningful learning, metacognition, collaboration,
classroom
MAPAS CONCEITUAIS E APRENDIZAGEM SIGNIFICATIVA
A técnica de construção e a teoria de Mapas Conceituais foram desenvolvidas pelo
pesquisador norte-americano Joseph Novak. Em linhas gerais, os mapas conceituais são
estruturas esquemáticas para representar um conjunto de conceitos imersos numa rede de
proposições (TAVARES, 2007). A Figura 1 apresenta a estrutura geral de um mapa
conceitual segundo Tarouco (2001):