Resolução de problemas no ensino de área e volume de prismas : uma sequência didática com foco na realidade

Abstract

This research aimed to develop a teaching proposal for learning prisms through active learning methods, solving everyday problems of third-year high school students, and applying and evaluating a didactic sequence. The application took place at the Mestre Santa Bárbara State High School in the city of Bento Gonçalves, Rio Grande do Sul, with a class from the evening shift. This dissertation presents exploratory activities for teaching prisms, focused on problem solving and active learning methods through directed activities, with the aim of identifying the main difficulties of students in learning the concepts of area, volume and geometric visualization. All activities applied in the didactic sequence are original and developed to record, evaluate and reflect on the students' performance during the meetings, providing support for teaching mathematics and these concepts of spatial geometry. Based on Ausubel, Moreira and Polya, the pedagogical proposals addressed and the analysis made from the results obtained by the application in the classroom are justified and analyzed, resulting in a didactic sequence called "PRISMALY SPEAKING" as a product of this research. This didactic sequence demonstrates activities of recognition of prior knowledge, technological resources for learning, dynamics, study guides, activities of planning solids, construction of conceptual maps, problem solving, self-assessment and knowledge testing. Data analysis was recorded in quantitative and qualitative ways, based on the results obtained in the application of the didactic sequence. It can be concluded that the educational product generated from this research became a didactic and pedagogical resource for teaching prisms in a dynamic, accessible and motivating format. [resumo fornecido pelo autor]