<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022024000100868</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202450275201en</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Promotion of spatial visualization with GeoGebra and Qubism 3D software1]]></article-title>
<article-title xml:lang="pt"><![CDATA[Promoção da visualização espacial com os softwares GeoGebra e Qubism 3D]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chivai]]></surname>
<given-names><![CDATA[Cacilda H.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[Armando A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Catarino]]></surname>
<given-names><![CDATA[Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pedagogical University of Maputo  ]]></institution>
<addr-line><![CDATA[Maputo ]]></addr-line>
<country>Mozambique</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Trás-os-Montes e Alto Douro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>50</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022024000100868&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022024000100868&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022024000100868&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Technology has driven new forms of teaching and learning with applications adapted to the various technological resources. For the discipline of Technical Drawing and Descriptive Geometry, technology has brought computer simulations that allow the visualization of experiences in 2D and 3D environments. In Mozambique, teachers adopt a traditional teaching method, without using technological resources, which can make it difficult to understand the content related to Orthogonal Projection and Cylindrical Section. However, in this study, we employed simulations using the Qubism 3D modeling software, as well as the GeoGebra dynamic geometry software, adapted for smartphones. Computer Simulations allow the construction of geometric elements in a dynamic way. For this reason, the objective of this research was to apply spatial visualization tests to verify whether the two software programs mentioned really facilitate the learning of the topics Orthogonal Projection and Cylindrical Section. This study was motivated by the fact that secondary school students have difficulty in spatially perceiving 3D representations and their transposition to the 2D drawing sheet. It was a quasi-experimental case study, in a mixed qualitative and quantitative approach, whose instruments used were pre-tests, post-tests, the Cube Test and the Santa Barbara Solids Test. A total of 100 students involved, randomly distributed in groups (experimental and control). From the analysis of the results of the application of the spatial visualization tests, the data suggest that the students developed spatial cognitive skills. The data also indicate that the Qubism 3D Modeling applications and the GeoGebra dynamic geometry software promoted spatial visualization skills in the experimental group. The research leaves open future investigations for applicability of technological applications in the study of various other subjects in the disciplines of Technical Drawing and Descriptive Geometry.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A tecnologia tem impulsionado novas formas de ensino e de aprendizagem com aplicações adaptadas aos diversos recursos tecnológicos. Para a disciplina de Desenho Técnico e Geometria Descritiva, a tecnologia trouxe simulações computacionais que permitem a visualização de experiências em ambientes 2D e 3D. Em Moçambique, os professores adotam um método de ensino tradicional, sem a utilização de recursos tecnológicos, o que pode dificultar a compreensão dos conteúdos relacionados com a Projeção Ortogonal e Secção Cilíndrica. No entanto, neste estudo, empregamos simulações utilizando o software Qubism 3D Modeling, bem como o software de geometria dinâmica GeoGebra, adaptado para smartphones. As Simulações Computacionais permitem a construção de elementos geométricos de forma dinâmica. Por esse motivo, o objetivo desta pesquisa foi aplicar testes de visualização espacial para verificar se os dois softwares citados realmente facilitam a aprendizagem dos tópicos Projeção Ortogonal e Secção Cilíndrica. Este estudo foi motivado pelo facto de os alunos do ensino secundário terem dificuldade em perceber espacialmente as representações 3D e a sua transposição para a folha de desenho 2D. Tratou-se de um estudo de caso quase-experimental, numa abordagem mista qualitativa e quantitativa, cujos instrumentos utilizados foram pré-testes, pós-testes, o Teste do Cubo e o Teste dos Sólidos de Santa Bárbara. Participaram 100 alunos, distribuídos aleatoriamente em grupos (experimental e de controlo). A partir da análise dos resultados da aplicação dos testes de visualização espacial, os dados sugerem que os alunos desenvolveram habilidades cognitivas espaciais. Os dados também indicam que os aplicativos Qubism 3D Modeling e o software de geometria dinâmica GeoGebra promoveram habilidades de visualização espacial no grupo experimental. A pesquisa deixa em aberto futuras investigações para aplicabilidade de aplicativos tecnológicos no estudo de diversos outros assuntos nas disciplinas de Desenho Técnico e Geometria Descritiva.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Qubism 3d Modeling]]></kwd>
<kwd lng="en"><![CDATA[GeoGebra dynamic geometry software]]></kwd>
<kwd lng="en"><![CDATA[3d spatial visualization]]></kwd>
<kwd lng="pt"><![CDATA[Qubism 3d Modeling]]></kwd>
<kwd lng="pt"><![CDATA[Software de geometria dinâmica GeoGebra]]></kwd>
<kwd lng="pt"><![CDATA[Visualização espacial 3D]]></kwd>
</kwd-group>
</article-meta>
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