METODOLOGIAS ATIVAS APLICADAS AO ESTUDO DE GEOMETRIA ESPACIAL: uma proposta de sequência didática para recomposição da aprendizagem no ensino médio

Abstract

This study seeks to answer the following question: How does the application of active methodologies contribute to the recovery of learning in spatial geometry for first-year high school students? In this perspective, the general objective is to analyze how active methodologies can support study topics related to the recovery of mathematical learning, particularly in spatial geometry. The specific objectives are: to describe the curricular component of learning recovery in mathematics education; to relate active methodologies to the content of spatial geometry in the context of learning recovery; to apply the didactic sequence on spatial geometry using active methodologies; and to identify the contributions of active methodologies to the understanding of spatial geometry. It is based on the observation that simply repeating content is not enough to eliminate learning gaps. In this context, learning recovery is understood as a process that requires methodologies capable of capturing students' attention and providing a foundation for validating learning. The methodological approach adopted is action research, with a quantitative and qualitative nature, conducted in a class of first-year high school students at a public school in the municipality of Aroeiras do Itaim-PI. The data collection instruments include diagnostic and final tests, observations and records made during workshops by students and teachers, and photographic records. The pedagogical proposal included the use of five active methodologies: station rotation, problem-based learning, flipped classroom, mathematical modeling, and gamification, applied at different stages of the didactic sequence on spatial geometry. The choice to apply this mathematical topic was due to the school schedule for the curricular component of learning recovery, as a particular case, so that this practice could serve as an example to be replicated for other topics within the curricular component. To classify the degree of students’ learning gaps, a scale was developed based on the percentage of correct answers in the initial diagnostic test. Data analysis was performed using descriptive statistical techniques and qualitative content analysis. The planned use of active methodologies promoted improvements in student performance, increased interest in mathematics, and contributed to overcoming learning difficulties, as well as providing practical support for teachers in similar contexts.