Estratégia metodologica para a construção do conhecimento algébrico em geometris espacial no 2º ano do Ensino Médio

Abstract

In order to analyze how the construction of algebraic knowledge can become a methodological strategy for teaching Spatial Geometry in the 2nd year of high school, we conducted a qualitative research. As methodological procedures for data collection, we applied a mixed questionnaire with the collaboration of 2 teachers and 17 students. From the speeches of the research subjects, found how algebra and geometry teaching takes place We learned that students' difficulties start in the process of memorizing formulas. However, teachers agree that it is possible to teach students to construct algebra thinking by means of spatial geometry formulas. We also proposed a methodological strategy to understand spatial geometry formulas through algebraic knowledge, thus overcoming the memorization of geometric formulas, and learning to construct them algebraically.