Modelagem matemática e jogos no ensino de geometria espacial: uma proposta didática no contexto do PIBID para os anos finais do ensino fundamental

Abstract

This study presents a didactic proposal that integrates Mathematical Modeling and educational games into the teaching of Spatial Geometry in the final years of elementary school, developed within the scope of PIBID. The research, based on a qualitative approach and structured as action research, aimed to design, implement, and evaluate a six-lesson didactic sequence intended to support students’ understanding of geometric solids. The intervention was carried out with a 9th-grade class from a public school in Itacoatiara (AM), involving an initial diagnostic assessment, modeling activities, educational games, and formative and final evaluations. The initial results indicated significant difficulties among students in visualizing three-dimensional figures, distinguishing between plane and spatial shapes, and relating Geometry to real-life contexts. The application of the didactic proposal promoted greater engagement and participation, with students showing progress in recognizing solids and understanding their properties. Mathematical Modeling strengthened the connection between theory and practice, while the games fostered interaction, collaboration, and consolidation of the studied concepts. The final evaluation demonstrated improvement in students’ performance and greater confidence in solving tasks involving Spatial Geometry. The study concludes that integrating modeling and games is an effective strategy for promoting meaningful learning and enhancing teacher education within the PIBID context.