Conhecimento geométrico no espaço e tempo pedagógicos de um Laboratório de Educação Matemática

Abstract

This work is part of a research effort carried out at the Professional Master’s in Mathematics Education programme of Universidade Federal de Juiz de Fora. Our aim was to reflect on experiences from Geometry activities taking place at the Laboratory of Mathematics Education (LEM). In this study, we investigated how knowledge is built through investigative Geometry activities, in which participants interact with each other, make inferences, debate, analyze, and share ideas autonomously. Meanwhile, the teacher acts as a mediator, making punctual interventions. We discuss the dynamic properties of manipulative didactic materials, as well as their potential for greater sensitive and intellectual applications. We highlight the pedagogical importance of these materials, in addition to their manipulation, prioritizing epistemological significances. A literature review was carried out in order to understand the current context of Geometry teaching in Brazilian schools, the scientific significance of LEM, and the applicability of manipulative materials. We carried out fieldwork efforts in order to assess the phenomenon of fourth year Primary School students experiencing this environment. To achieve this purpose, students were assigned to play the “Geodrez” game. The game’s board and pieces were built using a ruler and a compass. Data analysis was carried out under a phenomenological perspective, using ideographic methods on significant scenes, and nomothetic methods to converge results. We understand the pedagogic relevance of a LEM being a didactic alternative for school-level mathematic assignments.