Demonstrações matemáticas: transição do pensamento geométrico para o pensamento dedutivo no 9° ano do Ensino Fundamental

Abstract

This qualitative research aimed to analyze how mathematical proofs contribute to the transition from geometric to deductive thinking in the 9th grade of elementary school. Data collection techniques included a literature review, classroom observation, a questionnaire administered to the teacher, and a formative teaching experiment with the students. The results indicate that although the teacher seeks to relate theory and practice, teaching still focuses on the application of formulas, with little emphasis on understanding their origins. This approach limits the development of deductive reasoning and mathematical argumentation in students. However, it was found that the gradual use of proofs favors conceptual understanding and stimulates logical reasoning, aiding in the transition from geometric to deductive thinking.