Sequência didática com uso da caneta de impressão 3D: uma proposta de formação docente para o ensino das figuras geométricas planas e espaciais no 2º ano do ensino fundamental

Abstract

In mathematics, the teaching of geometry is of fundamental importance, as it enables the understanding of space, shapes and relationships present in everyday life. Given this context, the question that guided the study arose: how can the use of a 3D printing pen redefine teaching practices in the teaching of flat and spatial geometric figures in the 2nd year of primary school? The study aimed to understand how the use of a 3D printing pen, mediated by a teaching sequence supported by maker culture, can contribute to teacher training in the teaching of flat and spatial geometric figures in the 2nd year of primary school. This is an applied research study with a qualitative and exploratory approach, developed through a pedagogical intervention that resulted in the development and validation of a Digital Educational Product, materialised in an e-book. Didactic Engineering was adopted as the research methodology, guiding the planning, implementation, and analysis of the didactic sequence developed in a pedagogical workshop. Data collection took place at different times, through a diagnostic questionnaire, participant observation, field diary records, and semi-structured interviews. Data analysis was performed using methodological triangulation, based on the content analysis procedures proposed by Bardin (2011). The results indicate that the pedagogical use of the 3D printing pen, combined with the production of manipulable materials and the maker approach, contributed to the expansion of the teachers' didactic repertoire, to reflection on the teaching of geometry, and to the reframing of pedagogical practices related to flat and spatial geometric figures.