Explorando estratégias pedagógicas para o ensino do teorema de Tales: uma investigação na 2ª série do ensino médio

Abstract

This study aimed to investigate the use of pedagogical strategies in the teaching of Geometry, focusing on the Theorem of Thales, seeking to encourage experimentation and active student participation in the 2nd year of High School. The research was carried out in a public school in the municipality of Rio Tinto-PB, using a qualitative-quantitative approach, with an exploratory character and configured as a case study. The study was developed in three stages: initial diagnosis of students' prior knowledge, development of pedagogical strategies, and evaluation of results. The strategies used in the didactic sequence were based on the History of Mathematics, Problem Solving, and Mathematical Investigation. Each of them addressed the historical background of Thales of Miletus, Polya's heuristic for solving problem situations, and a practical activity outside the classroom in which students applied the Theorem of Thales in a real context using shadows and proportionality. Data were collected through questionnaires applied before and after the interventions, field diary records, and activities from the sequence. The comparison between the pre- and post-intervention questionnaires showed progress in the understanding of the Theorem of Thales, the organization of mathematical reasoning, and the way students began to perceive Geometry in everyday life. There was also an improvement in interpreting problem statements and in building strategies to solve them. During the lessons, increased interest, participation, and student engagement were observed, indicating that, although just a starting point, the didactic sequence contributed to a positive change in how Mathematics is perceived.