O tangram como suporte didático para as aulas de matemática no 6º ano do ensino fundamental

Abstract

This article aims to analyze the possibilities of teaching mathematics in the 6th grade of Elementary School using tangram. The research was conducted with a qualitative exploratory approach. The study was developed through bibliographic research in order to understand the origin and didactic utility of tangram, then we performed a documentary analysis of the BNCC with the intention of identifying the objects of knowledge that can be worked with tangram in the 6th grade, finally, a workshop on equivalent fractions with the use of tangram was held in a public school in the municipality of Parintins–AM. The results indicate that tangram is characterized as an alternative tool for mathematics classes, it does not replace the teacher in teaching the contents, but supports to improve this process of knowledge construction, in addition, this only becomes possible following an adequate planning where the student perceives when using the material, visualize, feel and touch, the meaning of the mathematical concepts that are being worked on in the classroom.