História da matemática e ensino por atividades no fomento a práticas argumentativas em aulas de geometria

Abstract

The present research aimed to understand how the use of activity-based teaching and the History of Mathematics can foster the development of argumentation in geometry classes. The investigation took place in a high school class from the state education network of Pernambuco through an elective course titled "Platonic Solids: A Journey through Different Contexts." The research approach is predominantly qualitative, as the investigation has a descriptive and interpretive nature. To analyze the argumentative constructions developed through exploratory activities and problem-solving tasks, we used theoretical frameworks from authors such as Toulmin (2006) and Sales (2011), organizing and categorizing the arguments accordingly. Our results highlight that promoting argumentation allows teachers to transform the learning experience, making it more dynamic and meaningful. The implementation of strategies that encourage discussion and critical reflection in the classroom proves effective in improving students' argumentative abilities, contributing to a more solid and integrated learning process.