Comunicação e resolução de problemas utilizando o modelo Van Hiele para a exploração geométrica em sala de aula

Abstract

This research analyzes limits and possibilities from problems solving that consider the level of comprehension of van Hiele Model. Therefore, we want to know how students communicate with each other when they develop activities with geometric problems solving in the referred Model perspective. The target audience for the research development was a third year class of high school from a public school in Cabaceiras city – PB. The theoretical framework emphasizes the Problem Solving, the Geometric teaching and learning relevance, van Hiele Model, the use of manipulable materials and the aspects of social interaction taking into consideration particularly the written and oral students’ communication. This research, developed together with the Program Observatório de Educação/CAPES proposal, from which we are part of, happenned in three steps – with all the class working on Duo; with all the class working individually and; with the Duo selected from its development on van Hiele tests. Such study is of qualitative nature, it happened from the class development on selected activities that after it resulted in three case studies where it is analyzed the respective development on problems solving subsidized by the use of Tangram and the manner in which the double interact and communicate. The data were collected by participant observation, audiorecordings

and recordings of oral and written communication from the Duo. Some of the main references used as theoretical support were Boavida et al (2008), Nasser and Sant'Anna (2010), Rego, Rego and Vieira (2012), Van de Walle (2009), Fonseca (2009), Carvalho (2009 ), among others. The results indicate there is fragility in Geometry knowledge from the students who finish High School, reflecting in limitations to solve problems. Also it reveals the potentialities that exist in the work developed from social interaction, raising a progressive communication that leads the students on reflecting by specific development in problems solving.