FRACTAIS: uma estratégia de abordagem motivadora no ensino de Matemática do Ensino Médio

Abstract

This study investigates the use of fractal geometry as a teaching strategy to facilitate the understanding of mathematical concepts and their practical application in high school education. To achieve this, it proposes didactic sequences that explore fractals as a teaching resource in the study of geometric progression, area, perimeter, and the principles of limits, while also analyzing the impact of this approach on students' motivation and conceptual appropriation. The research adopts a qualitative methodology, beginning with a bibliographic review and progressing to the application of a didactic sequence in the classroom. It is based on authors such as Zaballa (1998), Oliveira (2013), Mandelbrot (1977), and Alves (2021). The results indicate that fractal geometry enables connections between abstract concepts and the real world, promoting interdisciplinary learning and increasing student engagement. The implementation of the didactic sequences, including practical workshops and field visits, led to greater participation and understanding of mathematical concepts. However, challenges such as the absence of the topic in the BNCC (Brazilian National Common Curriculum Base) and the need for teacher training were identified. The study recommends expanding research, developing didactic materials, promoting continuous teacher training, and fostering interdisciplinary integration. It concludes that fractal geometry has great pedagogical potential, making learning more dynamic, concrete, and meaningful for 21st-century students.