Master's Dissertation
DOI
https://doi.org/10.11606/D.45.2023.tde-29122023-120004
Document
Author
Full name
Priscila Sampaio Szauter Pereira
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2023
Supervisor
Committee
Druck, Iole de Freitas (President)
Passos, Carmen Lucia Brancaglion
Title in Portuguese
Uso de dobraduras no ensino e aprendizagem de conceitos básicos de geometria nos anos finais do Ensino Fundamental
Keywords in Portuguese
Design experiment
Ensino/aprendizagem de geometria elementar no Ensino Fundamental II
Modelo de Van Hiele
Abstract in Portuguese
Title in English
Use of foldings in instruction and learning of basic concepts of geometry in the final years of Elementary School
Keywords in English
Design experiment
Foldings
Instruction and learning of elementary geometry in final years of Elementary School
Van Hiele model
Abstract in English
This dissertation investigates the potential of using foldings to motivate, stimulate participation and favor the meaningful learning of basic concepts of flat Euclidean Geometry, of 6th or 7ths years of Elementary Schools students. The geometry topics here delimited are: line and line segment; concurrent, parallel and perpendiculars lines; straight, acute and obtuse angles; congruent segments; rectangle, square and their diagonals; and bisector of an angle. The development of the research carried out was based on works by researchers in the area of Mathematics Education about: the classrooms use of manipulable materials in articles by Adair Mendes Nacarato and Cármen Lúcia B. Passos; and the development of geometric thought in articles by Luiz Carlos Pais and by Mary Crowley and Adela Jaime Pastor, these last ones in works on the Van Hiele Model. Following the Design Experiment research methodology, hypotheses were conjectured seeking to highlight the special suitability of foldings, as concrete models, to instruction and learning of the selected geometry concepts, and pointing out the expected learning results. From that and following the learning phases of the Van Hiele Model, sequences of activities were developed and applied in the researchers classrooms, in three (3) iterative cycles in 2019, 2021 and 2022. At each iteration, following the Design Experiment, the results were analyzed to improve the hypotheses and the sequence of activities to be applied in the next iteration. This successive process of conjecturing, testing and revising, here culminates with the formulation and availability, to any interested parties, of a didactical sequence proposal that embodies the final product of this research.