O desenho geométrico como ferramenta para o desenvolvimento do pensamento geométrico no 9º ano: uma abordagem baseada no modelo de Van Hiele

Abstract

This study aims to analyze the impact of teaching Geometric Drawing on the development of geometric thinking in 9th-grade students of Elementary School. The research was conducted through a qualitative approach, structured as a case study, and based on the Van Hiele theory of levels of geometric thinking. The proposed activities were designed with a focus on the construction of geometric figures using ruler, compass, and set square, encouraging students’ direct interaction with fundamental concepts of Plane Geometry. The analysis of the collected data revealed that most students are situated between the visualization and analysis levels described by Van Hiele, showing progress in recognizing, constructing, and describing geometric properties. It was found that practical construction activities facilitate a better understanding of geometric concepts, enhancing students' spatial reasoning, visual perception, and motivation towards learning Mathematics. The results indicate that the use of Geometric Drawing in the classroom is a powerful didactic tool for teaching Geometry, contributing to a more meaningful, active, and accessible learning process.