O ensino de geometria espacial mediado pela modelagem matemática: uma abordagem com base em questões do ENEM

Abstract

This dissertation investigates the contributions of Mathematical Modeling to the teaching and learning of Spatial Geometry in High School, based on questions from the Brazilian National High School Examination (ENEM). The study is grounded on the perspective that Geometry constitutes an essential language for understanding space and that its teaching, often characterized by formalism and lack of contextualization, has led to significant difficulties in the development of students’ spatial reasoning. Methodologically, the research is classified as applied in nature, with a qualitative-quantitative approach and an interventionist character, conducted with a third-year High School class from a public school. The pedagogical intervention consisted of the design and implementation of a didactic sequence based on Mathematical Modeling activities structured around ENEM questions. Data collection involved diagnostic questionnaires, performance tests (pre-test and post-test), classroom observations, field notes, and students’ reports. Quantitative data enabled the comparison of students’ performance before and after the intervention, while qualitative data allowed for the analysis of perceptions, strategies, and difficulties manifested throughout the teaching and learning process. The results indicate that the Mathematical Modeling approach promoted conceptual understanding of Spatial Geometry topics, enhanced students’ ability to interpret and solve contextualized problems, and contributed to the development of competencies and skills required by the ENEM. It is concluded that Mathematical Modeling represents a relevant didactic-pedagogical strategy for re-signifying the teaching of Spatial Geometry in High School.