Application of a Creative Task for the teaching of geometry: the circumference as a locus

Authors

DOI:

https://doi.org/10.5007/1981-1322.2023.e90539

Keywords:

Mathematical Creativity, Cognitive Processes, Teaching Geometry

Abstract

O This article has a qualitative approach and aims to present parts of the data from a master's research that sought to analyze how the use of Creative Tasks contributes to the learning phases of the concept of circumference as a locus. The Creative Task that will be investigated in this article had the participation of 6 students from the Seventh year of Elementary School from a public school in the north of Paraná. The collected data were analyzed based on figural apprehensions that are directly related to the cognitive processes proposed by Raymond Duval. The results indicate that this task potentiated the mobilization of cognitive processes (visualization, construction and reasoning) that were identified through the mobilized figurative apprehensions (perceptive, operative, sequential and discursive), providing opportunities for the construction of knowledge of the geometric locus of the circumference.

References

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Duval, R. (2004). Semiosis y pensamiento humano: registros semióticos y aprendizajes intelectuales. Universidad del Valle.

Duval, R., & Moretti, M. T. (2012). Abordagem cognitiva de problemas de geometria em termos de congruência. REVEMAT: Revista Eletrônica de matemática, 7(1), 118-138.

Santos Filho, J. C., & Gamboa, S. S. (Eds.). (2009). Pesquisa educacional: quantidade-qualidade. Cortez Editora.

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Vale, I. (2015). A criatividade nas (re) soluções visuais de problemas. Educação e Matemática, (135), 9-15.

Vale, I., Pimentel, T., & Barbosa, A. (2015). Ensinar matemática com resolução de problemas. Quadrante, 24(2), 39-60.

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Published

2023-04-12

Issue

Vol. 18 (2023)

Section

Artigos

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Copyright (c) 2023 Camila Bonini Araújo Cassoli, Mariana Moran Barroso

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