O uso de dobraduras, construções geométricas e geogebra: um processo imersivo com foco no desenvolvimento do pensamento geométrico com base na aprendizagem significativa

Abstract

This dissertation is the result of research aimed at analyzing the contributions teachers can make to developing geometric thinking in 8th-grade students. This research proposes a pedagogical exploration and intervention that was planned and implemented in a public school in the municipal network of Fortaleza, Ceará. The participants are 15 students in their final years (8th grade) who perform poorly on geometry questions in large-scale assessments, especially in the Fortaleza Diagnostic Network Assessments (ADRs). The theoretical foundation is based on the theories of Ausubel and van Hiele, and teaching situations were constructed that connect these two theories. The teaching situation application format was developed with meaningful activities for groups of three students. The immersion process consists of creating geometric constructions using elements of maker culture (hands-on), such as constructing Platonic polyhedrons with folding (Sonobe module), using a geometry kit (ruler, set squares, and protractor) to construct plane figures, and using the dynamic geometry software GeoGebra to represent the previous constructions. Using a qualitative and exploratory research methodology, we sought elements that guided the application of teaching situations. Using the works of D'Ambrosio and Lorenzato as references for teacher-student interaction, we used observation, thinking, and questioning to foster dialogue to understand what was happening in the processes and stages, thus fostering more meaningful moments in the activities. In the data analysis, we found in Bardin's (2016) studies mechanisms that enabled verification of observation records, monitoring, peer observation, and focus group interviews, obtaining results that favored the immersive process in geometry teaching and those that still require further study. The educational product generated and tested in the research consists of a manual with teaching sessions, concrete and easy-to-apply activities, and teaching situations so that teachers can apply this immersive process to geometry content studies, using origami, a geometry kit, and the dynamic geometry software GeoGebra.