O ensino contextualizado de geometria plana no 9° ano do ensino fundamental: proposta de uma sequência didática

Abstract

This study aimed to design a didactic sequence that could contribute to the contextualized teaching of Plane Geometry in the ninth grade of elementary education, with an emphasis on triangle similarity, metric relations in right triangles, and the Pythagorean Theorem. The research was bibliographic in nature, adopting a qualitative approach and an exploratory design, based on the analysis of books, scientific articles, and dissertations addressing the teaching of Plane Geometry, didactic sequences, meaningful learning, and contextualization in Mathematics education. The analysis of the selected materials made it possible to identify different methodological strategies, particularly investigative activities, problem-solving, the use of manipulatives, collaborative learning, and digital technologies. Based on these contributions and the guidelines of the Brazilian National Common Curricular Base (BNCC) and the Piauí Curriculum, a didactic sequence was designed and organized into four sessions, comprising progressive activities that integrate conceptual understanding, the consolidation of mathematical procedures, and the application of knowledge in contextualized situations. The proposal also incorporates GeoGebra software as a resource for visualizing and investigating geometric properties. It is concluded that the research objective was achieved through the design of a theoretically grounded didactic proposal that integrates different teaching strategies and offers possibilities for implementation in school settings. However, the didactic sequence was not implemented in a classroom; therefore, its contributions to students' learning could not be empirically evaluated.