A visualidade na resolução de problemas em Geometria no Ensino Médio.

Abstract

The chosen method of hybrid teaching for this qualitative research was Virtual Empowered Teaching, which carries the possibility of interconnecting the learning process, potentializing students’ learning and autonomy teaching of geometry. The general objective of this research is to investigate the potentiality of visual aids in math learning through the model of Virtual Empowered learning. The bibliography stems from Boaler (2013; 2016; 2018; 2019; 2020) on brain growth and visual aspects. The target audience was a class from senior year in High School from a public school in the municipality of Ijuí-RS, where the students worked with a didactic sequence with eight questions from ENEM and standard tests. Datal collection occurred through Google Forms and the analysis was made with Bardin’s Content Analysis (1977). From the data produced from the eight questions, three categories developed: “Necessary Image”; “Unnecessary Image”; and “No Image”, which were defined after data collection, based on the structure of the questions. Results showed that it is necessary to work with visual math approaches, instigating students to use visual thinking, where the school is a place to potentialize and stimulate students, where images show to be necessary, since in the progress of activities, the students were able to develop productive growth mentality, resulting in better learning.