Reflexão de uma prática interdisciplinar e contextualizada para o ensino de Geometria de Posição e sólidos de Platão

Abstract

This research had as object of study a reflective look on the teaching of Position Geometry and Regular Poly Prohedrons from the integration of diversified teaching materials and the use of technologies that provoked logical reasoning in High School students. This proposition intends to create favorable conditions in the educational field, based on socio-interactionist methods, based on Vygotsky's learning theory, by performing activities in the focus group format, with student-centered activities planning and report-evaluation. The research was qualitative, interpretative and intervention that provides the observation of teaching and learning processes. Also, it sought to subsidize the teaching actions related to the teaching of mathematics, with a view to improving the understanding of what is taught in the classroom. With that perspective, the Educational Product was created: From the Position Geometry to Platonic Solids, which comprised a teaching unit including lesson plan, teacher’s guide and diversified teaching resources. The teaching unit was applied in two versions: five lessons in the first application and seven lessons in the second and third applications. Regarding the teaching practice, at the end of each application, it was evaluated for possible improvements. The results of the analyses showed that a mediation process occurred: between the students, during the activities and in the whole class discussion; between students and the teacher, there were moments of clarification of doubts presented by the former ones; and through handling the materials and taking part in the discussion, whose practices led to the observation of mathematics in their everyday lives in an integrated way. These processes provided evidence of intervention in the students’ PDZ. Therefore, the results indicated that the Educational Product developed from this theme was welcomed by the students, who could have contact with diversified teaching materials and the strategies through focus groups, demonstrating great interest in taking part in each of the activities proposed.