Desenvolvimento do Pensamento Geométrico: Análise de Livros Didáticos de Matemática do Ensino Médio

Abstract

This research aims to examine if and how they are addressed the key elements for the development of geometric thinking in the proposals of the planned curriculum. Therefore, it seeks theoretical foundation in the Van Hiele model, which provides explanations of the break between the teaching of geometry and understanding, and the Theory of Semiotics Representation Registers Duval highlighting the specificities of learning mathematics, in particular, respect the importance of semiotic representations in the activities of this field of knowledge. The survey adopts the assumptions of a qualitative research, with the type document analysis and data were analyzed according to the principles of Content Analysis. The production data sources are two collections of textbooks for high school math approved by PNLD/2015, in which the focus of analysis was the teaching of spatial geometry considering elaborate analysis categories. The analysis concluded that there are important elements of development of geometric thought addressed in the collections of textbooks, namely the visualization and analysis levels proposed in the Van Hiele model, cognitive processing conversion, highlighted by Duval and verification, due to the demonstration by Michael de Villiers. However , the collections have no other teaching resources for the study of the concepts/spatial geometry content, especially Dynamic mathematics software.