Abordagem multidimensional para trabalhar com sólidos geométricos: um estudo com alunos do 7° ano

Abstract

This article investigated the contribution of a multidimensional approach to the teaching of geometric solids to students of the 7th grade of Elementary School of a public school in Parintins-AM. It was observed that traditional methodologies for teaching spatial geometry often resulted in disinterest and gaps in students' understanding due to their abstraction and detachment from three-dimensional reality. In order to overcome these challenges, the research proposed and implemented a didactic intervention that integrated the physical construction of geometric solids using manipulable materials (jelly beans and toothpicks) and dynamic exploration with the GeoGebra 3D software on mobile devices. The methodology used was qualitative in nature, with an action research design, involving 16 students divided into 4 groups. The didactic workshop, detailed in the procedures, demonstrated the potential of synergy between the concrete and the virtual. The content analysis of the students' observations, photographic records and productions revealed that the multidimensional approach significantly fostered the development of spatial reasoning and three-dimensional visualization. It was found that, compared to conventional teaching methods, the integration of GeoGebra and manipulable materials provided a more engaging, contextualized and deep learning of geometric solids, enhancing the interest and active participation of students.