Os polígonos e as suas relações : uma sequência didática potencialmente significativa para o ensino fundamental

Abstract

This study investigates didactic strategies to promote meaningful learning among eighthgrade students in elementary education regarding relationships involving polygons. The aim of the study is to evaluate didactic strategies developed within a didactic sequence, with the purpose of promoting meaningful learning among eighth-grade students in relation to polygons. The research is grounded in Ausubel’s Theory of Meaningful Learning and in the Potentially Meaningful Teaching Unit (PMTU), proposed by Moreira, which guided the planning of the didactic sequence. The study was conducted with 31 students from a private school in the municipality of Caxias do Sul. It is an applied research study with a qualitative approach, developed empirically through a pedagogical intervention. Throughout the implementation of the didactic sequence, various data collection instruments were used, such as practical activities, questionnaires, and whole-group discussions. The results obtained are satisfactory, as the majority of students demonstrated an understanding of the relationships involving diagonals and the sum of the measures of the interior angles of a convex polygon. As an Educational Product generated from this research, a didactic sequence is presented, grounded in the Theory of Meaningful Learning, which may contribute to the improvement of pedagogical practice in the teaching of polygons in Elementary Education. [resumo fornecido pelo autor]