Realidade aumentada e rotação por estações: proposta para o ensino aprendizagem da geometria espacial

Abstract

This study discusses the joint use of a technological resource with an active methodology in the teaching and learning of mathematics. The objective was to analyze the methodology of rotation by stations together with an Augmented Reality application, as a methodological proposal for teaching and learning in order to minimize the difficulties of spatial geometry, polyhedra, in a class of the 6th year of Elementary School. The research was characterized as an action research, with a quantitative-qualitative approach, using for data collection: semi-structured interview, mixed questionnaire, participant observation and evaluation form of educational software. For the analysis, we used triangulation, contrasting the opinion of the research authors with the results collected from the teacher/students, from the educational software/methodology used, where we reached the conclusion that the combination of the Sólidos RA software together with the methodology of rotations by stations showed It is a significant and differentiated resource for teaching and learning spatial geometry worked in the classroom.