Estudo de quadriláteros, reflexões e rotações no plano, segundo a teoria de van Hiele: uma experiência com alunos do 9º ano do ensino fundamental

Abstract

Although geometry is an important branch in Mathematics, once it is mainly a tool for other areas of knowledge, primary school teachers point out problems related both to teaching and learning. Therefore, we attempted to use different ways to work with geometric concepts, using activities that prioritized reflections on that knowledge, attempting to work geometry not only in a visual way, but also working with concepts, which facilitates the students’ learning to the fullest. In order to elaborate such activities, we used researches bases on the theory of Pierre and Dina van Hiele the development of geometric thinking. this research had the objective of assessing the geometric knowledge gain, more precisely in the study of isometries, students in the 9th grade in a public school in the city of Mangaratiba, in the State of Rio de Janeiro, could have when we used activities proposed in researches based in van Hiele theory on the development of geometric thinking, instead of a standard approach. Tests were applied to assess the level of geometric knowledge as well as the knowledge on isometries. After the application, the two groups were divided into Class A and Class B. with the first class, different activities on quadrilaterals and reflection and rotation isometries, based on van Hiele theory and inspired in Nasser (1992) and Nasser and Sant’Anna (1998) works. With the other group, activities based on the traditional teaching methodology usually used in schools or books were held. Then, post-tests were applied in both groups, with the objective of assessing if a different proposal in geometry teaching would lead to better results than traditional approach. In order to do so, both groups’ initial results were compared, as well as final results, matching pre and post test data, assessing the percentage of evolution or involution in such results.