Conhecimentos de medidas de área mobilizados por meio de sequências didáticas na perspectiva da Teoria das Situações Didáticas: um estudo no 6º ano do Ensino Fundamental em uma escola pública de Humaitá-AM

Abstract

The objective of this research is to understand how knowledge of area measurements can be mobilized by students through didactic sequences. For this, we used the Theory of Didactic Situations, proposed by Guy Brousseau, as a theoretical reference for this research; on which we base ourselves for the construction of the proposed didactic sequences. We also used Didactic Engineering, proposed by Michèle Artigue, as a methodological reference, basing our result analysis techniques. In the elaborated didactic sequences, we used a didactic game and manipulative materials. The application took place in three sessions, with four students from the 6th year of elementary school in a public school in Humaitá-AM. During this process, audio recordings and recordings, photographs and written records of the students were collected. The students mobilized knowledge of measuring the area of rectangles, being able, without intentional indication from the researchers, to deduce the equation for calculating the area of rectangles in a totally intuitive and non-formalized way. They also elaborated conjectures that mobilized not only geometric knowledge, but also arithmetic. The use of the didactic game was a positive factor, because, although victory is something to be conquered individually, there was a healthy competition with an emphasis on companionship and mutual collaboration between the students. Finally, we conclude that the Theory of Didactic Situations associated with Didactic Engineering are good alternatives for the development of classes that aim to place the student as a builder of his own knowledge.