Olhar inventor em atividades geométricas : uma abordagem no material didático do 7º ano do ensino fundamental

Abstract

This professional master's research was conducted at the postgraduate program in Teaching Nature Sciences and Mathematics at the UFMT Sinop campus. The main focus of the research was to answer the question: How is the Inventor's Eye explored within the Mathematics Teaching Materials for the grade 7 of Primary School? The aim was to carry out an analysis of the Teaching Materials this stage of education used by a public school in Mato Grosso, in order to understand the aspects involved in geometry activities that require or enable the Inventor's Eye to be explored present in it. The research methodology was based on a qualitative, exploratory case study approach. This work was carried out in three stages: Bibliographic Research, with analysis of scientific articles and Teaching Material, based on these analyses we carried out the elaboration of the MAP (Pedagogical Support Material) composed of a Didactic Sequence with Geometry activities with theoretical support in the principles of Raymond Duval's TRRS (Theory of Semiotic Representation Registers) on the teaching of Geometry, being presented as a Teacher's Notebook and Student's Notebook, we sought to highlight the Inventor Look as a possibility or exploration requirement for solving the activities, which was validated in a 7th-grade elementary school class. We present the research in four sections, highlighting the principles of the TRRS, with emphasis on the transversal elements for learning Geometry, important elements such as gazes, apprehensions and the dimensional deconstruction of shapes illustrated with activities that use Tangram as an auxiliary record and manifest the articulation of the Inventor's Gaze. We analyzed the content of the Didactic Material, revealing a prevalence of activities that emphasize the exploration of iconic gazes. We noticed a scarcity of activities that encourage or offer the opportunity to explore non-iconic gazes. In addition, we found that the majority of activities that address dimensional deconstruction are 2D →2D. On the other hand, perceptual, discursive and operational apprehensions are predominantly activated in activities that explore the Inventor Gaze. As part of this study, we designed and developed an educational product entitled "Exploring the Inventor's Eye in Geometry Activities", which was validated in a 7th grade class. The results of the research provide opportunities and establish dialogues for future directions, both within the scope of pedagogical work and professional development, as well as for future research in the area of mathematics teaching.