Mapeamento de Pesquisas Brasileiras Quanto as Tendências Teórico-Metodológicas no Ensino e Aprendizagem de Geometria Plana

Abstract

This research aimed to analyze, in general, the theoretical and methodological aspects necessary to the teaching of geometry that favors the development of geometric reasoning. Specifically, it seeks to verify if and how the mapped research approaches the concepts of perimeter and area; as well as to identify the presence or not of problems related to the use of technologies. For this, the theoretical revision is supported by the analysis of the historical process of the teaching of geometry in Brazil and in the curricular proposals. The research adopts the presuppositions of a qualitative research and is inserted in the investigations of the type mapping. The sources of data production are articles published in journals in the area of Mathematics Education, whose data for access are on the website of the Brazilian Society of Mathematical Education and have Qualis, varying between A1 and B3, in the period 2000-2016. In this way, based on the analysis of the abstracts of 83 papers, it has been verified that the number of publications on geometry, in particular, flat geometry has been growing during the last three years. By means of the reading of the abstracts of the 83 papers, it was found that in the works presented in the works, in the Basic Education (31 works) and in the Teacher Training (29 works), most developed teaching sequences (38 works of 60) and the others conducted interviews and / or applied questionnaires (12 works out of 60). When analyzing the works that deal with area and perimeter (eleven works), it was verified that nine were developed with students of Basic Education. When analyzing the theoretical perspectives of the eleven works that deal with area and / or perimeter, it is noticed that the majority resorted to research on the teaching of geometric concepts, mainly in the results of the researches carried out by Douady and Pierre in France and Baltar. Also, the theories of mathematical learning were identified, namely: Conceptual Fields (T7 and T33), Anthropological Didactics, works published in Em Teia. Van Hiele's theory was identified in only one paper (T6). It should be noted that it was expected that this theory would be present in a greater number of works due to their contributions to the development of geometric thinking. As for the use of technologies, it was verified that of the 11 works only two works, that is, 18.18% used the software feature to develop the concepts of area and perimeter.