O uso de materiais manipulativos no ensino de geometria para ensino médio

Resumo

The teaching and learning of Mathematics face significant challenges, especially due to the need for abstraction to understand certain concepts. In this context, Descriptive Geometry stands out as one of the challenging subjects, exemplifying the difficulties associated with the abstraction necessary for its understanding. The difficulties observed in understanding Descriptive Geometry underscore the importance of this research, which aimed to evaluate the contribution of the use of manipulative materials as a teaching resource in the subject of Mathematics for third year high school students of government school in the city of Natal/RN, for production and comprehension of geometric concepts. The study was motivated by the need to explore more effective teaching strategies that can both foster students' interest and understanding of Mathematics. This need guided the formulation of the research question: How can manipulative materials favor the understanding of concepts of Descriptive Geometry? Literature reviews indicate that pedagogical practices that incorporate tangible and interactive elements are more efficient in teaching abstract concepts, offering a solid basis for the proposed research. The methodology adopted involved the development of a set of activities integrating the use of manipulative materials, complemented by qualitative data collection through audio and video recordings, questionnaires, focus groups and notes in a field diary. This approach allowed us to evaluate the contributions of these strategies to students' understanding of abstract geometric concepts. The educational product resulting from this research was an activity book, applied in a real teaching context, composed of the activities applied during the study, which will serve as a resource for future implementations in similar educational contexts. This book promotes a more dynamic and accessible approach to the teaching and learning of Descriptive Geometry. The results obtained show that the use of manipulative materials contributed to increased student engagement and motivation, in addition to favoring a better understanding of the concepts worked on. It was observed that the concrete manipulation of geometric solids provided students with a more enhanced perception of the relationships between orthogonal views, facilitating the transition between three-dimensional and two-dimensional representations. However, challenges were identified, such as limitations related to time management for the execution of the activities. Based on these observations, it was suggested that the activities be reorganized into smaller stages, aiming to optimize time and improve monitoring of student development. Data analysis allowed us to conclude that the use of manipulative materials, combined with strategies that integrate theory and practice, favors the development of skills related to spatial visualization, understanding of orthogonal projections and geometric reasoning.

Dados da obra

Tipo

Dissertação (mestrado)

Instituição

UFRN

Programa

PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO DE CIÊNCIAS NATURAIS E MATEMÁTICA

Ano

2025

Defesa

12/08/2025

Idioma

pt

Palavras-chave

CIENCIAS EXATAS E DA TERRA::MATEMATICA; Materiais manipulativos; Geometria descritiva; Projeções ortogonais; Ensino de matemática

Temas

Geometria

Handle

https://repositorio.ufrn.br/handle/123456789/65715

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026