Geometric reasoning and learning of congruence of triangles
DOI:
https://doi.org/10.5007/1981-1322.2020.e67627Abstract
The objective of this work is to identify improvements in geometric reasoning from the manifestation of logical and visual skills, related to a group of students submitted to a didactic proposal in the topic “congruence of triangles”. The didactic sequence was developed in the scope of professional Master’s degree program in Sciences and Mathematics teaching, and was applied to students from grade eight of elementary school. Manipulable materials were used, as well as slides with animated figures and the software GeoGebra. The analysis of dialogues and registers produced by the students were based on Van Hiele’s theoretical model and allowed to identify improvements in geometric reasoning, seeing that the activities promoted: (a) formation, inspection and manipulation of mental images, which allowed to interpret and deduce information from figures (characteristics of visual skill); and (b) the process of analyzing true and false statements and drawing conclusions from principles and evidences (characteristics of logical ability). It was considered that the application of that didactic sequence to other contexts can generate analysis in order to advance the understanding of logical reasoning in geometry learning.
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