Cálculo de distâncias inacessíveis : uma viagem astronômica

Abstract

This dissertation investigated how a Learning Unit contextualized through Astronomy can contribute to the development of trigonometric thinking in high school students, focusing on the calculation of inaccessible distances. The proposal was grounded in Vigotski's socio interactionist theory and structured based on the Three Pedagogical Moments, combining history, practice, simulation, and experimentation. Three objectives were analyzed: (1) to identify whether students recognize the elements necessary for calculating inaccessible distances; (2) to evaluate the application of trigonometric ratios; and (3) to investigate students' understanding of the parallax concept. Data were collected through diagnostic assessments, practical activity records, and a final questionnaire. The results revealed significant transitions in students' levels of conceptual understanding, with most reaching the Zone of Actual Development by the end of the Learning Unit. As an outcome of the research, two didactic notebooks were developed - one for students and another for teachers - containing step-by-step guidance, QR codes, and mediation suggestions to facilitate replication in diverse school contexts. The experience showed that an interdisciplinary, practical, and historically grounded approach enhances engagement, meaning-making, and content retention in mathematics learning. [resumo fornecido pelo autor]