Ensino de simetria por meio de problematização sociocultural

Abstract

The teaching of mathematics in Basic Education deserves special attention from teachers and field researchers, since it has as one of its functions the integral formation of the student in what concerns to the mathematical knowledge that it needs. This work proposes a way of promoting this training at the fundamental level and aims to analyze and discuss the graphical composition structures of the artifacts made in some sociocultural practices, in which geometric patterns were evidenced that show matrices of various Symmetry cases that can be explored pedagogically in the math classes in the final years of Elementary School. It is a qualitative research that has as its central focus the teaching of symmetry of reflection, rotation, translation and sliding reflection, from the graphical composition structure of artifacts originating from some cultures. The data were obtained through empirical and bibliographical research and analyzed according to the ideas of Mendes (2014), Farias and Mendes (2014), Lévi-Strauss (2012) and the mathematics NCPs (1997). The results point to a strong connection between the Symmetry of the final years of Elementary School and the artifacts studied, which may favor the teaching and learning of this subject in a more effective and meaningful way for the students. Finally, we elaborate proposals of Basic Units of Problematization (UBP) as didactic subsidies to be incorporated by the teacher of mathematics in the teaching of Symmetry in the final years of Elementary School.