Atividade investigativa por meio do jogo corrida pitagórica: análise de uma abordagem lúdica aplicada no 9° ano do ensino fundamental

Abstract

This research was based on mathematical education researchers applying practical activities aligned with the historical context. The proposal was developed with a focus on teaching the Pythagorean Theorem, based on the work of researchers such as Lorenzato and D'Ambrosio. The application of this methodology leads students to become involved in the teaching and learning process and, consequently, to understand the mathematical content covered. The main objective was to assess the extent to which an innovative pedagogical strategy focused on the Pythagorean Theorem promotes critical thinking, reflection, problem-solving skills, and confidence in studying mathematics among students. The methodology used in this study is characterized as qualitative, descriptive, and exploratory, focusing on the analysis of students' perspectives on the applied activity, based on Bardin's method. To this end, we administered pre- and post-questionnaires (objective and open-ended questions) on the practical experiences of the “Pythagorean race” game to better obtain data. The research was conducted with 9th grade students from the Municipal Bastos Ribeiro school in the city of Itaueira, Piauí. The efficiency of the proposed practical activity was evident; active participation, advances in understanding, and shared reflections were observed.

Keywords: mathematics education; history of mathematics; pythagorean theorem; concrete materials.