Uma proposta de sequência didática para o ensino de sólidos geométricos para estudantes do 6º ano

Abstract

Teaching geometric solids in the 6th grade is challenging due to students' difficulties with spatial abstraction. To overcome this, teachers seek to implement active approaches such as Mathematical Modeling and Games, but they only sometimes link them to learning theories. This work aims to create a didactic sequence for teaching geometric solids grounded in Van Hiele's levels for the development of geometric thinking. The research involved a literature review, a qualitative analysis of texts, and the production of the didactic sequence in four lessons, distributing Van Hiele's levels: level zero in lesson 1, level one in lessons 1 and 2, and level two in lessons 3 and 4. As a result, the didactic sequence can reduce students' difficulties in building geometric thinking, especially regarding geometric solids, and assist teachers in implementing more active teaching.