Origami como material didático nas aulas de matemática do Ensino Médio com a abordagem do Ensino Exploratório

Abstract

This work aims to serve as a theoretical framework for understanding how origami has been used in the classroom and to investigate effective ways to use it in mathematics teaching. To this end, it focuses on presenting origami beyond its usual, concise definitions found in articles in the field, as well as demonstrating its uses, focusing on educational applications. Thus, the guiding questions are: What is origami? How is it used in the classroom? What are the limitations to its use? What is the degree of complexity of the content that origami can serve as a teaching tool? Guided by these questions, the main objective was to analyze the potential of origami in mathematics classes when used in conjunction with Exploratory Learning. A literature review was conducted, including the analysis of 19 papers. Subsequently, a teaching project was offered to students in the integrated technical program at IFG – Valparaíso Campus. The project involved developing a teaching process based on Exploratory Learning as a way to assess the real limitations and potential of origami in the classroom. The results demonstrate that origami, combined with the Exploratory Learning approach, is a useful and versatile tool for teaching mathematics, with great potential for engaging students and for developing concrete concepts based on the abstraction of geometry