A representação em Perspectiva e o Ensino de Geometria: Conexões entre Artes Visuais e Matemática

Abstract

The present dissertation contemplates reflections on knowledge of teaching mathematics with teachers in initial training about representation in perspective and geometry teaching. This research aims to gather data and information contributing to understanding challenges teachers can find when teaching mathematics, mainly geometry. The main question has been: What contributions can perspective bring to teaching geometry through connections between Visual Arts and Mathematics? To answer this interrogation, we defined the leading objective to investigate how representation in perspective can contribute to geometry teaching, throughout the interdisciplinary approach between Visual Arts and Mathematics, in initial training. The methodology used in the research was the qualitative approach due to its descriptive and interpretive character. Discursive Textual Analysis (DTA) is used as a methodological and theoretical framework throughout this methodology of data organization. The analysis seeks to understand the phenomenon and how it shows itself in the description and interpretation of the event. The characters of the research were academics with a Licentiate Degree in Mathematics at the State University of Ponta Grossa – UEPG. The data collected mainly resulted from the execution of a workshop in a remote format in which the subjects performed practical activities on the representation in perspective, in addition, to having a theoretical basis on the technique and its relationship with various areas of knowledge. The records consisted of participative observations, application of questionnaires, document analysis, and imagery productions. The research brings contributions to academics, professors, and researchers on the relevance of the perspective representation technique for teaching geometric concepts by carrying out practical activities linked to Visual Arts in an interdisciplinary way.