Cálculo de áreas de quadriláteros irregulares: análise das contribuições de uma sequência didática

Abstract

The emerging need for pedagogical actions that transcend the traditional model, with an exclusively expository content, is something widely debated in the contemporary academic community. The objective of this article was to investigate the contributions, to teaching and learning processes, emerging from the application of a didactic sequence on the study of irregular quadrilaterals. We start from a proposal methodologically based on the articulation between the History of Mathematics and Digital Technologies. For qualitative analysis of the data we use the annotations, tasks, productions in GeoGebra and the students' evaluative report, in addition to the teacher-researcher's logbook. As results we highlight the development of critical reflections and autonomy; the approach of the students to Mathematics, perceiving it as a constitutive process of humanity; the theoretical-practical character of the proposal enabled the students to establish relationships between Mathematics and their daily lives. We conclude that it is necessary the effort and creativity of the teacher to develop learning situations, in order to contribute to the educational process, which contributes to a redefinition of the teaching and student work, work that goes beyond the traditional educational paradigm of the "teacher teaches and student learns" to a conception in which teacher and students build, in a human, collective and collaborative process, what they learn.

Keywords: Teaching Geometry. History of Mathematics. Digital Technologies. Didactic Sequence. GeoGebra.