GEOMETRIA PLANA NO ENSINO FUNDAMENTAL: UMA PROPOSTA UTILIZANDO O MODELO DE VAN HIELE ARTICULANDO ESPAÇO FORMAL E NÃO FORMAL

• Autor(a) principal: Machado, Rosana de Souza
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional Universidade Franciscana
• Texto Completo: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/766
• topic: Matemática. Ensino e aprendizagem. Vizualização.; Mathematics. Teaching and Learning. Visualization.; Ciências e Matemática

The present research had the objective to investigate how students of a seventh year of Elementary School visualize, recognize and classify flat geometric forms, guided by a proposal using the Van Hiele model articulating formal and non-formal space. To do so, activities were developed to identify the difficulties presented by the students concerning the visualization, recognition and classification of flat geometric forms. The research involved sixteen students from a public school located in the municipality of Jaguari (Rio Grande do Sul, Brazil), who took part in some of the activities proposed in the school (formal space), while another activity was conducted in a non-formal teaching space – a balneary near the region where the school is located. This activity aimed to determine if the students could transpose the learning of flat geometric forms carried out in the formal space into the non-formal space. Besides that, the space was used as a teaching strategy. Although these environments are rarely used when teaching Geometry. The data analysis was based on the students' responses to the proposed activities, the observations registered by the teacher in the field journal and the photographic records made by the students during the visit to the balneary. According to the results, it was possible to verify that the students were able to visualize, recognize and classify (levels 1 and 2 of the Van Hiele model) the flat geometric forms in the formal space, but especially in the non-formal space, since the non-formal space provided motivation for students to development the visualization and representation of Geometry. The importance of the use of non-formal spaces allied to the formal ones in the acquisition of the development of the reasoning in Geometry, particularly in elementary education, is reiterated. As a product of the professional master's dissertation, a sequence with the activities applied in the research was elaborated. This sequence will be made available for teachers on the website of the Graduate Program in Science and Mathematics Teaching of the Centro Universitário Franciscano.