O processo de confecção de móveis planejados como um contexto para o ensino da geometria euclidiana no 9° ano do ensino fundamental

Abstract

This study investigates how the process of designing custom furniture can serve as a meaningful context for teaching Euclidean geometry in the 9th grade of elementary school. Based on classroom observations, the research identified student difficulties in calculating area and volume. Participants included a math teacher, a carpenter, and students engaged in a hands-on didactic sequence. Results showed that contextualizing geometric content through carpentry improved understanding of area and volume, fostering more meaningful and active learning. The study also highlighted the value of empirical knowledge and the role of interdisciplinarity in math education. It concludes that linking theory and practice through real-life contexts is an effective strategy for teaching geometry in basic education.