A inserção da fotografia na aprendizagem Matemática: cartografia dos olhares de estudantes do ensino médio na criação de conceitos em Geometria Espacial na cidade de Tefé/AM

Abstract

The contemporary world is becoming increasingly globalized, new technologies are appearing all the time, and mathematics cannot be oblivious to these transformations. Teachers, in turn, face a major challenge in this process: establishing classroom strategies that are interconnected with these technologies and that promote better mathematical learning for students. In this context, this research aimed to monitor and experiment with possible processes for learning Spatial Geometry using photography with 2nd year high school students at the Governador Gilberto Mestrinho Educational Center in Tefé/AM, in a contemporary context. We then sought to verify the contributions that photography, combined with the teaching of mathematics, specifically Spatial Geometry, could provide to learning in this area. The research adopted the cartographic assumption of investigation, idealized by Gilles Deleuze and Félix Guattari (1995) and reinforced by Eduardo Passos, Virgínia Kastrup and Liliana da Escóssia (2009), the study called “Pistas do Método Cartográfico” (Clues to the Cartographic Method), with the collaboration of other scholars in the authorship of the chapters. We used participant observation as our data collection and monitoring techniques, and the following instruments, individual interviews, smartphones and field diary. The research was based on the idea that photography, as well as contributing to teaching work, encourages students to understand the applicability of the content studied in the space in which they are inserted, geometric concepts, so that they can recognize them in their daily lives. It was necessary to think of a mathematics curriculum that took into account the quality of the experiences that could be built and/or worked on within the school environment, and the use of photography proved to be a viable possibility for this to happen. The experiences provided through this research highlighted the potential of this tool for mathematical learning, as well as the challenges that were faced. Among the results observed were an increase in the students' understanding of geometric concepts, flexibility in speaking about everyday spatial shapes, greater motivation to study mathematics and better integration between the content studied in the classroom and the real context of these students.