Dimensions to be considered in teaching, learning and research with mobile devices with touchscreen

Abstract

Mobile devices with touchscreensmartphone or tabletconstitute a physical extension of the body, and the communication that such interfaces promote has come to be understood as displacement. Considering specificities such as mobility, convergence and ubiquity, this article proposes six dimensions (contemporaneity, socio-technical, neurocognitive, perceptive-affective, discursive-communicative, political-pedagogical) that can be considered in teaching, learning or research in Science, Technology, Engineering and Mathematics (STEM). Dimensions are delimited with the features of contemporaneity. RESUMODispositivos móveis com toques em telasmartphone ou tabletconstituem uma extensão física do corpo, e a comunicação que tais interfaces promovem passa a ser entendida como deslocamento. Considerando especificidades como mobilidade, convergência e ubiquidade, o artigo propõe seis dimensões (contemporaneidade, sócio-técnica, neuro-cognitiva, perceptivo-afetiva, discursivo-comunicativa, político-pedagógica) que podem ser consideradas em processos de ensino, de aprendizagem ou de pesquisa em Ciência, Tecnologia, Engenharia e Matemática (STEM). As dimensões são delimitadas com traços da contemporaneidade.Palavras-chave: Cognição corporificada. Toques em tela. Smartphone. Tablet.

Straight Lines and Angles that Move, Students’ Ideas that Touch and Add

“…Just as the investigation of Euclid's fifth postulate 10 enabled the discovery of other geometries, the investigations in an DGE, initially on computers and recently on MTSD, as smartphones and tablets, use a geometry that enables the construction of new concepts from the analysis of old geometric entities. As Bairral (2019) alleges, different types of devices generate different insights for our learning. The interaction with them enables the development or creation of concepts.…”

“…As an example, he uses the case of operations with angle measures, such as degrees, minutes, and seconds. Faced with the possibility of a DGE, this type of operation does not make sense, but what is needed is the construction of new ways of exploring the relationships between angles and straight lines, for example (Bairral, 2019). The DGE also makes it possible to give greater visibility to the study of non-convex polygons and their relationships, something that is little appreciated in textbooks.…”