A realidade aumentada como recurso didático no ensino de sólidos geométricos

Abstract

This paper presents a didactic sequence proposal aimed at teaching spatial geometry through the use of augmented reality resources. The focus is on the Sólidos RA application, which allows students to visualize and manipulate three-dimensional objects in real time, promoting more interactive and meaningful learning. The objective of the study was to investigate how this tool can contribute to the development of spatial reasoning and the understanding of geometric concepts in middle school education. The adopted methodology was qualitative, based on literature review and the creation of a practical proposal designed for 8th-grade students. The didactic sequence was structured with activities involving initial diagnostic assessment, guided exploration of the application, and formative evaluation. The results indicate that the use of augmented reality in geometry teaching enhances student engagement, facilitates the visualization of solids, and stimulates more concrete knowledge construction. The proposal demonstrated potential to enrich the teaching and learning process, making classes more dynamic and aligned with contemporary educational demands