O ensino de expressões algébricas utilizando formas geométricas e suas propriedades no 8º ano do ensino fundamental

Abstract

This article aims to analyze the effectiveness of using geometric shapes and their properties as a teaching resource in the instruction of algebraic expressions in lower secondary education. The motivation for the research arose from the difficulties students face when dealing with algebraic language, especially due to its symbolic and abstract nature. The methodology adopted is qualitative, based on a literature review, and grounded in Mathematics Education and the Theory of Semiotic Representations. The analysis of theoretical material revealed that the association between algebraic expressions and concrete geometric representations supports the understanding of the involved concepts, particularly regarding the use of variables, terms, and operations. The proposed pedagogical approach, structured in five stages, seeks to integrate knowledge of geometry and algebra, offering students a more meaningful, contextualized, and visual learning experience. It is concluded that the integrated use of geometry in teaching algebra facilitates the comprehension of abstract concepts through visual and concrete resources, which enhances the development of algebraic thinking and promotes greater student engagement. Experiences involving manipulable materials and real-life situations demonstrate improvements in student performance, understanding, and interest, especially in the 8th grade.