Visualização em sala de aula utilizando recursos didáticos variados

Abstract

Geometry enables the development of experimentation, representation and argumentation as well as stimulates imagination and creativity. Thus, its role in the Mathematics curriculum must be reflected, since many classes are still focused on the identification and nomenclature of flat forms and on the use of static figures, and other types of forms, especially those in three dimensions, appear in our daily. The present study focuses on the visualization and objective analysis of the students' learning in Space Geometry activities, using various resources such as paper and pencil, articulated plans, acrylic solids and a video generated from GeoGebra. The research was developed in the practice itself through a pedagogical intervention with varied activities. The implementation took place during the academic year of 2017 in a class of 6th year of Elementary School with students aged between 11 and 14 years of a public school in the city of Angra dos Reis (RJ). Visualization, as an important skill in mathematical thinking, consists of an individual process that is not innate and therefore needs to be taught. In this way, we believe that the use of varied didactic resources in the classroom brings different contributions in order to stimulate and enrich the visual thinking of each subject. However, it is important to emphasize that it is not only the elaboration of tasks with the use of resources that will guarantee the improvement in the visualization of the students. It is imperative that the classroom dynamics be interactive so that the subjects can constantly communicate their forms (represent, describe, construct, manipulate, etc.) of visual reasoning. We identified two categories of analysis entitled Difficulties and Discoveries, both linked to the 3D Geometry skills involved in their activities, which shows the need to implement activities that explore more visual reasoning in the mathematics curriculum. Results reveal two categories of analysis entitled Difficulties and Discoveries, both linked to 3D Geometry abilities involved in activities experienced by them, which shows the need to implement activities that explore more visual reasoning in the mathematics curriculum.