O ensino de geometria espacial com uso de materiais concretos no ensino médio

Abstract

The present work seeks to show reflections on the use of concrete materials for high school students in teaching Spatial Geometry. The paper is presented in two parts. The first part refers to the authors' concepts on the use of concrete materials in the teaching of mathematics and their relevance for students and teachers, in addition to experiences narrated by other researchers in articles published in the Proceedings of the National Meeting of Mathematics Education (ENEM). The second part shows, through a pedagogical intervention, what were the experiences lived by students in the teaching of spatial geometry with the help of concrete materials. In order to understand whether the use of concrete materials would really have any impact on the teaching of spatial geometry, we defined some steps: recognize research that establishes a relationship between the use of concrete materials and the teaching-learning process of spatial geometry; identify research that establishes a relationship between the use of concrete materials and the teaching-learning process of spatial geometry in high school; identify theories that defend the use of concrete materials for the teaching of geometry; search in official guidance documents the premises for teaching spatial geometry and the use of concrete materials; develop a pedagogical proposal that articulates the use of concrete materials for teaching spatial geometry in high school; hold a workshop on the use of concrete materials for teaching spatial geometry with high school students; recognize from the workshop held on the use of concrete materials for teaching spatial geometry with high school students the characteristics of this teaching methodology. From these steps we can conclude that the use of concrete materials has proven to be a promising methodology for teaching geometry, not being restricted to the final years of elementary school. The authors used to support this research were (Pontes, 2018); (Lorrenzato, 1995); (Ponte and Serrazina, 2000); (Santos, 2015) and (Van Hiele, 1957).