Geometria espacial e tecnologias: análise de livros didáticos do ensino médio

Abstract

The theme of this work is focused on the relationship between technologies and Mathematics teaching, considering that technologies have increasingly gained space in the educational scenario. The general objective of this study was to analyze whether there is an indication of the use of technologies in the Spatial Geometry approach in Mathematics textbooks for High School from two collections approved by PNLD 2021. To achieve this objective, we carried out qualitative research, of the type bibliographical. As a theoretical reference, articles from researchers related to the topic were used, Van Hiele's Theory for geometric thinking, as well as the Paraíba High School Curricular Proposal and the National Common Curricular Base. The research results indicate that there is an indication of the use of technologies, such as software and websites, in one of the collections analyzed. We also observed that the methodology most used in working with the content in the textbooks analyzed is problem solving and that the context of the questions uses contexts that are closer to reality. In relation to the Van Hiele levels most explored in textbooks, these are the levels of Visualization, Analysis and Deduction, with the level of deduction explored in only one collection, which presents demonstration, hypothesis and thesis about Geometry theorems. The second collection chose to take these concepts as true, without discussing their demonstrations. We conclude by strengthening the defense of the inclusion of the use of digital technologies in the Spatial Geometry approach to promote the development of students' geometric thinking, as well as contributing to their comprehensive training, due to the insertion of technologies in the most diverse areas of society.