O ensino de geometria espacial materiais concretos, impactos na aprendizagem dos estudantes do 3º ano do ensino médio

Abstract

this article aims to identify how the integration of geometric solids enhances the teaching of solid geometry to 11th-grade students at the Federal Institute of Piauí—Floriano Campus. The research was conducted using a qualitative and quantitative approach, employing a case study as the methodological procedure with students from class 4301 in the technical program in Computer Science. The intervention took the form of a hands-on workshop in which concepts of spatial geometry—such as polyhedra, faces, vertices, edges, volume, capacity, and Euler’s relation—were explored with the aid of physical geometric solids and experimental activities. To assess the students’ prior knowledge and progress, pre-and post-tests were administered, along with a semi-structured questionnaire and participant observation. The results showed a significant improvement in the class’s performance, asthe average score rose from 2.1 on the pre-test to 4.62 on the post-test. Furthermore, student reports indicated that handling the materials, group work, and practical explanations facilitated their understanding of the content. It is concluded that the use of geometric solids contributes to a more concrete, participatory, and meaningful learning experience in spatial geometry.