Materiais manipuláveis no contexto do ensino de geometria euclidiana

Abstract

Teachers and students can benefit from the practicality of using manipulative materials to teach and learn Plane Geometry. This is why the study of geometry should emphasize students' daily lives so that it is possible to see mathematics as an implicit area in and about human life in all contexts. In this scenario, the objective was to describe how geometry teaching can be optimized through the use of manipulative materials. The nature of the study is qualitative, in relation to the purpose of the method, it is an exploratory study. The methodology used was a bibliographic review and for data collection the following search criteria were listed: works carried out in the last five years and that in their corpus contained experiences with manipulative materials regarding the content of Plane Geometry. It is considered that the use of manipulative materials, when organized according to the students' level of knowledge, is effective for teaching Plane Geometry, making students more critical and active in their own learning, and that by encouraging the manipulation of materials, different perspectives of the same object are provided, as well as the socialization of the use of differentiated resources. It is worth mentioning that the use of manipulative materials as a sole purpose does not fulfill the significant didactic-pedagogical assumptions, and it is necessary for the teacher to be intentionally and purposefully prepared for planning, execution, evaluation, replanning, execution, reevaluation ad infinitum, in a virtuous circle.