Ensino de polígonos: proposta metodológica a partir do origami

Abstract

The notion that learning mathematics is only intended for individuals with specific cognitive abilities and not for those who are less gifted is a result of prejudices constructed within the school environment. To demystify this idea, we worked on a methodological proposal focused on the content of Polygons through origami, analyzing the performance of 7th-grade students in learning Polygon content by relating it to the construction of different forms of Origami. By observing the performance of students' learning based on this proposal, we aimed to contribute to both the teacher's methodology in teaching this content and the student's learning. The student's performance in mathematics content is often associated with the methodology used by teachers, which is why we present to the teacher readers of this research a differentiated way of explaining mathematics content in order to alleviate levels of complexity in learning established by the school and society. The discussions of this research are based on a qualitative approach with data collected through questionnaires, planning, and implementation of the proposal focused on the relationship between the construction of origami, teaching of Polygons, and student learning. We observed that the use of origami in the classroom contributed to the improvement of student learning in the content, whose contribution can be extended to other mathematics content, as well as the development of socio-cognitive skills necessary for learning mathematics.

Keywords: middle school; geometry; origami; polygons.