Atividades e problemas de geometria espacial para o ensino médio

• Autor(a) principal: Grillo, Jean Daniel
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/5962
• topic: Geometria; Planificações; Experimentação; Ensino de geometria espacial; Space geometry teaching; Plannings; Experimentation in geometry; CIENCIAS EXATAS E DA TERRA::MATEMATICA

This dissertation presents as the main product a didactic proposal for spatial geometry classes in high school. The motivation for creating this proposal began with the observation of the author that the approach of spatial geometry only with the lecture method is not sufficient to provide an effective construction of abstract geometric objects. The proposal starts with planning of experiments in geometric solids, particularly the cube, with the aim of promoting the construction of abstract geometrical objects of three dimensions. In following problems using these lesson plans for solving some challenges that combine the visualization unfolds with the space object, as well as provide the contextualization of spatial geometry are proposed. The proposal is focused on the idea of proposing non-traditional activities, in which students work in groups to develop proposals with the least possible interference from the teacher. The proposal also adopts suggestions from official documents such as the National Curricular Parameters (PCN) and Curricular Proposal of the State of São Paulo, as well as authors and researchers, indicate that the use of experimentation and problem solving. For this didactic proposal was implemented by constructing "Activity Sheets" containing the activities to be performed by students with enough information for them to understand and can answer questions. These sheets were applied to three classes of high school and the results analyzed to enable the validation of educational product with eventual correction. We believe that students performed well the tasks and the work was important for their learning. There were some difficulties on their part and we interpret that this happened because they never had prior contact with this form of study. We understand that our educational product is validated with this application and we can make them available to fellow teachers, who can directly apply in similar circumstances to our pedagogical or adaptations in other environments.