Tarefas sobre geometria espacial: uma possibilidade para a leitura da produção de significados de estudantes do Ensino Médio

Abstract

This research, based on the Semantic Fields Model, aimed to analyze the mathematical and non-mathematical meanings produced during the realization of a Set of Tasks on Spatial Geometry, through the positive reading of these productions. The target audience were students of the 2nd grade of High School, a State Public College on the outskirts of Goiânia-GO and data collection was through filming of students solving the tasks, notes in logbook, written record, recordings and conversation wheel. The question that guided the research was: What contributions of the tasks on Spatial Geometry, for the positive reading of the process of production of mathematical and non-mathematical meanings, produced during its realization? The basis of this study brought to the theoretical contribution authors such as Lins (1999, 2004, 2008, 2012, 2014); Silva (2022); Oliveira (2022), Júlio and Oliveira (2018) among others. The research was characterized by qualitative nature, with investigation of practice in practice. The analysis of the results points to the importance of the mathematics teacher to experience estrangement and exercise decentering, in an attempt to understand the various meanings produced during the enunciative actions of the students, for a joint decision making, teachers and students, so that they can speak in the same direction and transform the classroom space into a space for sharing knowledge and producing new meanings. The Set of Tasks produced constituted the Educational Product, intended for teachers of Mathematics of Basic Education, who aim to make a fine reading, not by lack or error, of the meanings that can be produced during its application.