Aprendizagem em geometria por meio do jogo de tabuleiro "Trilha geométrica": algumas contribuições

Abstract

This research aims to analyze the learning of Spatial Geometry, by a class of 3rd year high school students, through work with the board game ‘‘Geometric Trail’’, which includes the content of Geometric Solids. In view of the general objective, there are specific objectives: (i) to develop a board game about Spatial Geometry, in order to evaluate the learning of a class of 3rd year high school students, (ii) to verify the contributions of the game board game, in the process of learning Spatial Geometry in 3rd year high school students, having the following research problem: how can the board game “Geometric Trail” contribute to the learning of Spatial Geometry? The methodology adopted is qualitative, data were obtained through written records, questionnaires, audio recordings and videos produced during Mathematics classes, involving 15 students in the 3rd year of high school at a public school located in the north of Paraná. In high school, the game is little used, however, contemporary official education documents provide indications that this teaching resource can be used to enhance the teaching and learning process in the classroom. Using the game produced in this research, the mathematics teacher was able to diagnose her students' learning, their difficultiesin interpreting mathematical problems and their learning potential related to the content of Spatial Geometry: geometric solids. In the students' view, it was evident that the game allows for fun in the educational process, which corroborates the teaching work, as they were able to interact with mathematical knowledge, developing attention, communication, observation and task resolution by appropriating knowledge. mathematics, situations that favor teaching and learning. In this way, the application of the educational product “Board Game: Geometric Trail”, built on the Powerpoint program, provided playful and interactive learning among students, contributing to the improvement of the teaching and learning process in the classroom.