A utilização do tangram na matemática escolar: uma proposta didática para as unidades temáticas do ensino fundamental

Abstract

The objective of this research was to develop didactic activities for the teaching of mathematics through thematic units, from the 6th to the 9th year of Elementary School, from the conceptual discussion of mathematics using Tangram and its versions. To me et the objective of the study, we approach theorists and laws that discuss and guide the application, such as: Souza et al (1997), Farias, Azeredo and Rego (2016), PCN (BRASIL, 1998) and the BNCC (BRASIL, 2017). The research methodology was characterized by being of an exploratory character of the qualitative type, applied in two classes of the 6th year of Elementary School of a public school in the rural area of the municipality of Campina Grande, Paraíba. The study was organized in three stages: first we did a bibliographic study for the theoretical basis of our research, then the Didactic Sequence for five days with the use of Tangram in the discussion of Numbers, Geometry, Quantities and Measures and Algebra, finally we applied the Sequence in the two participating classes. The results revealed that students mostly come from low-income families, living in a rural settlement near the school, have a lot of difficulty in the concepts of geometry, a fact that was aggravated by the pandemic that in recent years, without classes face-to-face, making it difficult to understand mathematical concepts such as: parallel and perpendicular lines, polygons, vertices, fractions and even in the four operations. We conclude that our proposal was important and successful in the application of the Didactic Sequence, since we used practical examples with concrete material, most students understood the concepts taught satisfactorily, in addition, we gained their attention through the game. Evidently, the work must be continue d and expanded, as the teaching of mathematics is a constant construction and that everyone has the right to access formal knowledge, guaranteeing the principle of equity in mathematical knowledge.