Uma conexão entre registro fotográfico e escrita em aulas de geometria

Abstract

The present research is of a qualitative nature and aims to identify contributions from photographic records and textual productions for the elaboration of the concepts of flat and spatial figures, combined with the visualization of representations of geometric figures in everyday life. Our motivation arose from the difficulties faced by mathematics teachers in exploring and differentiating between flat and spatial figures, presented by students and in the resistance of reading and writing practice in mathematics classes. For our reasoning, we based it on studies by authors in the field of mathematics education, making a bibliographical survey of the subject. The research is a qualitative study, we also chose to use the pedagogical research modality, in which the teacher is the researcher herself, and it is carried out in the classroom. Faced with the pandemic moment, caused by the Covid19 virus, affecting inperson activities, the meetings took place through the Google Meet platform, a digital structure that enables virtual meetings. We chose a class of the 8th year of the final years of Elementary School, from Escola Estadual João Henrique Dantas, located in Carnaúba dos Dantas/RN, a class with 36 students enrolled, however, due to the problems of internet access, lack of tools to participation in classes such as cell phones or computers, we had a participation of 26 students. Data collection took place between April and May 2021. We used the researcher's logbook, class recordings, photographic records and textual productions of the students. This work brought positive points to the process of producing meanings for concepts and procedures in geometry activities. Despite the difficulties with the remote classes, the students got involved with the classes, we could observe a significant participation and approximation with the content addressed, the opportunity to interconnect everyday life, especially the moment of social distancing with the mathematics discipline had the possibility of dialogue and interaction between participants.