Interventional Action of the SBEM-MT’s Formation Project: reflections on the development of a Geometry’s didactic sequence
This experience report aims to present reflection on the development of a Geometry’s didactic sequence with the Middle School 5th grade students. The proposed pedagogic intervention occurred after an action named “The Geometry during Early Childhood Education and Middle School’s Early Years”, develo...
| Autores: | , , , |
|---|---|
| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Recursos: | Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF) |
| Repositorio: | Educação Matemática em Revista |
| Idioma: | portugués |
| OAI Identifier: | oai:emr.www.sbem.com.br:article/3473 |
| Acesso em linha: | https://www.sbembrasil.org.br/periodicos/index.php/emr/article/view/3473 |
| Access Level: | acceso abierto |
| Palavra-chave: | Intervención Didáctica Geometría Matemáticas Educación Matemática Didactic Intervention Geometry Mathematics Mathematic Education Intervenção Didática Geometria Matemática Educação Matemática |
| Resumo: | This experience report aims to present reflection on the development of a Geometry’s didactic sequence with the Middle School 5th grade students. The proposed pedagogic intervention occurred after an action named “The Geometry during Early Childhood Education and Middle School’s Early Years”, developed on the Formation Project proposed by SBEM Nacional. Methodologically, we based it on a qualitative approach, to which data´s production we used videos of the recorded classes, oral and written reports, that were produced during the formation process. We noticed, after the teachers’ reports, the importance of the didactic sequence developed using the Tangram, considering that the students, despite some difficulties, were able to learn, with the interventions, the conceptual dimension regarding the polygons’ acknowledgment, naming and classification. Furthermore, the developed work sparked the students’ interest, turning them into the protagonists of their own learning. Keywords: Didactic Intervention. Geometry. Mathematics. Mathematic Education. |
|---|