Geometria espacial no Ensino Médio: Uma abordagem concreta

Abstract

Our research work covers the field of geometry in order to investigate how a sequence of activities can contribute to the level advancements under the Van Hiele‟s model, starting from concrete everyday life objects and manipulable materials, relating them with the concepts and properties of geometric solids. To this end, we conducted a qualitative research in a senior year of a state High School in the city of Flores - PE. As our method, a series of activities were apllied, using manipulable materials, the van Hiele model and aspects of the social interaction, in view of the relevance of teaching and learning geometry. It was observed that, among the main implications of this research, the interpersonal relationships, group work and progress on development levels of geometric thinking can be emphasized. This research was conducted in five stages; the first four with the class working in groups, carrying out the presented activities; and the last one was carried out individually, with the students solving a questionnaire to verify whether there has been level progress, based on the van Hiele theory. The data were acquired through analysis of recorded audios, films, oral and written communication records. We rely on van Hiele‟s studies, especially on his levels of learning, which guided the elaboration of the activities sequence. Concerned about an appropriate methodology to more effectively contribute to understanding of the problem, we analyzed some teaching tools, including the Laboratório de Ensino de Geometria and two methodological tendencies of the mathematical teaching, emphasizing those that we considered more suitable for use in spatial geometry teaching. Our goal was to provide objective answers to pertinent solutions in our research and show that it is possible to engage students in the process, in a pleasant way and that they can build their knowledge with meaning. The results show a certain fragility that exists in the student regarding the knowledge of geometry. On the other hand, the results also show the existence of a potentiality for realization of the work through social interaction; therefore, we conclude that the sequence of activities, tied to the way they were experienced by the students, presents itself as a significant contribution so there is advancement in the development of geometrical thinking, based on the van Hiele model.