O uso de fluxogramas como recurso didático para demonstrações de teoremas de geometria no ensino fundamental

Abstract

It is well known that difficulties are encountered in the teaching and learning of Mathematics. In the field of Geometry, in particular, these difficulties can be observed due to the historical context of its teaching, influenced by several movements, such as the Modern Mathematics Movement, which led, as a consequence of the changes suggested for the teaching of geometric content, to its near total abandonment in the classroom. In light of these difficulties, this research aims to reflect on the use of demonstrations through flowcharts as a methodological approach to teaching Mathematics. For this purpose, the specific objectives outlined were: to identify how an 8th-grade textbook from a particular collection presents the use of flowcharts and to propose models for demonstrating geometry theorems using flowcharts. This work is characterized as a bibliographic study in terms of procedure (Pradanov and Freitas, 2013), with a review of theorists who contributed to the understanding of the concept of flowcharts, such as Hernández and Fuentes (2014), Viveros and Cortéz (2021), BNCC (2018), among others. Regarding the nature of the research, it is considered an applied study (Pradanov and Freitas, 2013), as we chose to present strategies and models for applying flowcharts in teaching. Additionally, we analyzed the Teláris textbook (Dante, 2018), due to its wide use in elementary schools in the state of Paraíba, where the research was conducted. We anticipate as main findings that, although the potential use of flowcharts in teaching is acknowledged, this is not yet a reality in schools. In the analyzed textbook, we found only one activity using flowcharts, and it was not in Geometry. We also present as outcomes proposals for working with flowcharts that can support both the initial training of Mathematics teachers and those already practicing in Basic Education.