A abordagem STEAM no desenvolvimento de habilidades de Geometria no Ensino Médio

Abstract

Research shows that students need help with using Geometry in different contexts and real situations due to the history of compartmentalized teaching based on techniques for memorizing formulas and solving standardized questions. The STEAM approach (an acronym for Science, Technology, Engineering, Arts, and Mathematics) is an alternative, as it considers, in addition to knowledge in the areas of Science, Technology, Engineering, Arts and Mathematics, also the skills and competencies developed by students in an interdisciplinary and transdisciplinary approach to solving real-world problems. To this end, we seek to answer the following question: How can the STEAM approach result in the development of skills guided by BNCC in High School Geometry? This work aims is: To analyze how students develop different skills when teaching Geometry with the STEAM approach in high school. The specific objectives are: i) Map the skills and abilities of BNCC Geometry teaching aligned with the STEAM approach; ii) Develop pedagogical practice using the STEAM approach in teaching Geometry in the second-year of high school; iii) Evaluate the Geometry skills and abilities mobilized by students; iv) Develop teaching material for Geometry using the STEAM approach in High School for Mathematics teachers. The methodology consists of qualitative research with an exploratory approach, following the action research model, and Project-Based Learning (PBL) to develop the didactic sequence. The logbook, questionnaires and classes with multimedia recordings were used as data collection instruments. Furthermore, the BNCC document, Hoffer's skills and the Van Hiele model were used to evaluate students' geometric thinking performance during the research. The research participants were students from a second-year high school class at a public school in Natal/RN. The educational products arising from the research were two teaching materials: i) A didactic sequence for teaching Geometry using the STEAM approach in High School; and ii) A teaching guide for Mathematics teachers teaching Geometry using the STEAM approach in High School. The results of this research demonstrate that there were a multitude of gains for students such as the resumption of curricular content from previous years from different stages of Basic Education, the involvement of various curricular components, such as Biology, Physics, Geography, History, Portuguese Language and Arts, and covered the five thematic units of Mathematics (Geometry, Probability and Statistics, Algebra, Numbers and Magnitude and Measurements). That is, the STEAM approach made it possible to integrate different subareas of Mathematics and enabled the integration of Mathematics with the areas of Natural Sciences, Applied Human and Social Sciences and Languages and their Technologies within a real situation. The students were scientists, creatives, innovators, critics, and protagonists in constructing knowledge, and they improved their socio-emotional and cognitive skills. This work helped Basic Education Mathematics teachers in using more active pedagogical practices through real problems of interest to students.