Uma abordagem construtivista do teorema de Tales sob a perspectiva da teoria de Van Hiele

Abstract

This paper seeks to determine which learning difficulties are revealed by the students of 8th and 9th grade of elementary school, in activities involving the theorem of Thales. Through a constructivist approach, we intend to direct and guide the student to a gradual and interpretative analysis of the actions taken to understand and solve problem situations involving the theorem of Thales. In order to achieve this aim, we thought to look at the theorem of Thales from the perspective of the Van Hiele theory, whose learning, particularly in geometry, occurs in levels of understand of teacher's role acts only at times when the student is able, or not, progressing level, condition that the theory of Van Hiele calls learning phase, and also, in this context, to use the history of mathematics as motivator. The preparation of the activities had a focus on understanding the forming elements which compose the theorem of Thales, as well as the various forms they appear in everyday life and, thus, to interpretative analysis of problem situations in which we can apply the theorem and assess whether the necessary skills and competencies to the teaching-learning process were acquired in a satisfactory manner