Estratégia de ensino e aprendizagem que facilitam a compreensão dos alunos do ensino básico no aprendizado do Teorema de Pitágoras

Abstract

Mathematics is often perceived by students as an abstract and difficult subject, especially when its content is presented in a decontextualized and overly theoretical manner. This perception negatively impacts student interest and performance, particularly in relation to fundamental concepts such as the Pythagorean Theorem. In light of this reality, this study aims to demonstrate strategies that facilitate the understanding of the Pythagorean Theorem by elementary school students. It proposes a reflection on pedagogical practices that can make the teaching and learning process more accessible. Through a bibliographic review, the research analyzed didactic resources and innovative methodologies, with an emphasis on the use of manipulatives, playful activities, comic strips, and technological tools such as GeoGebra. These strategies were found to contribute to the development of logical reasoning, creativity, and student autonomy, while also connecting mathematical content to the students' school and social contexts. The use of GeoGebra, for instance, allows for the visual and interactive construction of the elements of the theorem, making it easier to understand the relationship between the sides of a right triangle. Games and comics, on the other hand, promote engagement and learning in a fun and participatory way. Thus, the experiences presented demonstrate that diversifying pedagogical practices is essential to overcoming traditional obstacles in Mathematics education and to strengthening knowledge construction in a critical and reflective manner.