Articulação entre o ensino de Álgebra e Geometria por meio da confecção do tangram no 7º ano do Ensino Fundamental

Abstract

This qualitative study aimed to investigate how tangram making can be an effective resource for teaching Algebra and Geometry in the 7th grade of elementary school. To this end, a literature review, a document analysis of the BNCC (Brazilian National Curriculum Base), and a formative teaching experiment with 27 students were conducted, involving systematic observation, photographic documentation, and practical activities with tangrams. The results showed that the pedagogical approach mediated by the manipulative material favored engagement and understanding of geometric and algebraic concepts, such as symmetry, proportionality, and the representation of areas by algebraic expressions, promoting the articulation between concrete and abstract concepts. It was also observed that playful activities enhance the development of Geometric and Algebraic Thinking, making learning more meaningful and motivating.