Aprendizagem significativa: utilização de materiais didáticos manipuláveis para a aprendizagem da geometria espacial

Abstract

In this work, a field research was conducted from the application of three questionnaire during the development of a Didactical Sequence about the study of Espacial Geometry, composed by activities that aim for developing an adequate visual education and reasoning activated by visualization. In the capacity of an applied research, of qualitative character, in this work it was sought to verify if the use of manipulable didactical materials stimulates the student to acquire the ability of visualizing geometric elements and if it makes learning meaningful. Thereby, a didactical sequence was elaborated with base on the Orientations of the National Curriculum Parameters (PCN) and the Common National Curriculum Base (BNCC), with activities based on two constructivists theories of learning. Afterwards, the application of the Didactical Sequence was analyzed with the students of a High School 2º Grade class of Integrated Center of Education Assis Chateaubriand (CIEAC), in Feira de Santana, Bahia. From the results obtained, it was verified that the construction of geometric solids by the students provided the visualization of the geometric elements and allowed the students to, through handling them, build their own knowledge, favoring the practical application of the geometric concepts in the solving of problems, thereby stimulating a meaningful learning. It was also made an analysis of the perception and the representation of students about Mathematics and Geometry, the interrelation between them both and their applications on the everyday life. In this sense, it was observed that students have difficulties recognizing Geometry as a part of Mathematics. It is concluded that it is necessary to review how Geometry has been taught and that it is essential to adopt appropriate methodologies in the teaching of it.