O ENSINO DE GEOMETRIA ESPACIAL NO EMI: UM QUASE-EXPERIMENTO COM PRÁTICAS INTEGRADAS NO IF GOIANO – CAMPUS CERES

Abstract

One of the major problems cited by many teachers today regarding the teaching process is student disinterest and lack of commitment to learning, and this is very common when it comes to mathematics. In this context, the question that guided the research was: Do students understand Spatial Geometry more easily when there is no dichotomy between theory and practice in the content taught in the classroom? To answer this question, the general objective proposed was to analyze the teaching of spatial geometry in integrated high school education, in which theory and practice are not dichotomized, based on a quasi-experiment with integrated practices at the IFGoiano – Ceres campus. Consequently, the specific objectives are to analyze the teaching of spatial geometry in integrated high school education based on a quasi-experiment; to understand the relevance of teaching spatial geometry in a way that integrates classroom theory with professional practice; and to produce a didactic sequence for the study of spatial geometry as an educational product that helps students in the practical understanding of the theory studied in the classroom. The methodological approach was to conduct an interdisciplinary quasi-experiment with the aim of integrating the teaching of spatial geometry content with some technical subjects and with problems encountered by students in the second-year EMI classes at the IFGoiano Ceres campus. The results showed that the spatial geometry content taught in a way that is related to other areas of knowledge favors the process of assimilation of this content by students, with the production of a didactic sequence as an educational product.