NOTES ON COMPLEXITY AND TRANSDISCIPLINARITY IN THE TEACHING PRACTICE OF GEOMETRY
DOI:
https://doi.org/10.59666/Arete.1984-7505.v19.n33.3737Keywords:
Complexity, Geometry teaching, High School Math, Didactic sequenceAbstract
This article answers the question on how to explore geometric concepts in a transdisciplinary way, in order to allow that relevant knowledge is provided to students. This is an exploratory-explanatory qualitative research of the intervention type, using a triangulation of data collection instruments, involving observation with a field diary, questionnaires and semi-structured interviews, which were analyzed using the method of cores of meaning, proposed by Aguiar and Ozella (2008). The participants were 49 students from the 1st year of high school in a public school in the city of Curitiba (Paraná). For the intervention, a didactic sequence with a transdisciplinary approach was created, composed of the following topics: (i) gravity and the concept of geometry; (ii) understanding the geometry of reptiles; (iii) molecular geometry and Euler’s relation. As a result, it was observed that the transdisciplinary approach developed in the teaching of Geometry was fundamental to change the perspective of students on this subject. The research showed that, by integrating geometric concepts to the broader context of the space in which they live, students understood Geometry as a science and also reflected about its presence in different aspects of daily reality. This shift in perspective enriched their understanding of geometry and encouraged them to explore, question, and formulate conjectures in more meaningful ways.
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