Origami e os níveis do pensamento geométrico de Van Hiele

Abstract

The teaching and learning of geometric concepts, sometimes, is not consolidated efficiently, causing a gap in this knowledge. Therefore, it was necessary to develop, apply and analyze a proposal of structured activities, which presented the geometric concepts through the construction of Origami linked to Van Hiele's Levels of Geometric Thinking, which characterized the Educational Product, in the form of an activity book entitled: (Un)folding Geometry. The activities were organized in an instigating and attractive way, where with each fold performed, a geometric concept was built and the development of Geometric Thought provoked. The activities took place in two phases, with different subjects, the first, called Prototyping, took place with eleven students from the Mathematics degree course at a public university, with the aim of evaluating and improving the product and also validating the data collection instrument. and the second phase, the Workshop for Teachers, involved seven teachers working in the public school system. For the composition of this research, three main themes were used as theoretical reference: Continuing Teacher Education, Van Hiele’s Geometric Thought and Manipulating Materials, for that, a review of the theoretical concepts was carried out: Guimarães (2009), Nóvoa (2002), Imbernón (2011), Lorenzato (2015), Smole and Diniz (2016), Van Hiele (2016), Nasser and Sant'Anna (2010), among others. Data collection was done through structured questionnaires in Google Forms, bearing in mind that the research approach is qualitative with technical action research procedures. Data analysis was carried out using Yin's (2016) qualitative analytical analysis, following the five phases of this process: compiling, decomposing, recomposing, interpreting and concluding. The research results showed that the proposal proved to be relevant and satisfactory, since it provided support to the teacher in conducting the teaching of Geometry, in a palpable way, stimulating and encouraging the development of Geometric Thinking in a creative and instigating way.