Ensino e aprendizagem de geometria no 8 º ano do ensino fundamental: uma proposta para o estudo de polígonos

Abstract

The teaching of geometry for many years was left in the background and it brought serious consequences that pervade classrooms of our schools. In this regard, the need for the use of different methodologies for the teaching of geometry. Faced with so many concerns about how geometric concepts are covered in the classroom, the present research focuses on answering the following questions: What contributions to the learning process of students of elementary school learning of polygons can occur with exploratory-investigative tasks with the use of manipulative courseware? What are the contributions that a job with exploratory-investigative tasks with the use of courseware manipulative brings to the change of the teaching practice of teacherresearcher? Seeking to answer these questions, the study aims to extend the general understanding about polygons, bringing elements that may contribute to the development of activities to stimulate the development of critical thinking, logical reasoning and argumentative ability of students. For this, we seek to identify and analyze how exploratory-oriented classes, mediated by the use of investigative teaching material work group handle and the intervention of the teacher can encourage the acquisition of geometric knowledge produced by the students. Also we seek to describe and reflect on the changes in pedagogical practice of the teacher-researcher for the formation and production of knowledge. In this sense, the research was qualitative measures and held with students in the eighth grade of elementary school to a school in the State of Rio de Janeiro. The data collection and analysis were performed from the development of a didactic sequence which addressed concepts related to polygons, using exploratory-investigative tasks courseware manipulative. The results of this research points to the importance of investigative nature classes for learning of polygons, noting that this type of task it gives individual and collective participation, making the student more and facilitating the development of geometric thinking. Also highlights that investigate the practice allows the teacher to reflect and review their knowledge, thus, the production of new knowledge for themselves and other math teachers. On the other hand, working with mathematical investigations led to the change from the perspective of the classroom as the teacher as student have an alternating roles, in which a new model of communication was established, allowing both to acquire a more free and autonomous, permeated by questions and exchange of knowledge.