Aprendizagem significativa da Geometria Espacial facilitada por materiais reutilizáveis

Abstract

Mathematics, even present in the daily life of society and the base of other areas of knowledge, is still difficult to understand for students, who are unable to signify the concepts of the classroom with the reality that surrounds them, highlighting the need to implement strategies for teaching that facilitate the teaching-learning process, making it more dynamic, interesting and providing the development of students' attitudes and skills in the training as a whole. In this context, in order to provide conditions that favor meaningful learning, this study set out to analyze, from a didactic workshop, with reusable materials, possible evidence of significant learning of Spatial Geometry. The research was based on the theoretical conception of meaningful learning, based on the qualitative approach and guided by the action research methodology. The data were collected at a public school in the city of Manaus with 18 students of the 2nd year of regular high school, through a didactic workshop, using systematic observation, questionnaires and photographic records as instruments. The collected data were analyzed using Content Analysis. The results showed throughout the development of the research, evidence of significant learning for concepts such as postulate of determining the line and plane, difference between collinear and non-collinear points, difference between parallel and reverse lines, areas and volume of the prism, idea of the areas and cylinder volume, differences and similarities in relation to the area and volume of the cylinder and prism.