Ensino-aprendizagem-avaliação: o circuncentro nas tarefas via resolução de problemas

Abstract

The paper presents a field research focused on the learning of geometry, more precisely on the construction and apprehension of the content about circumcenter of a triangle. The research question is based on what are the contributions of the elaborated and applied geometric tasks permeated by the Teaching-Learning- Assessment Methodology through Problem Solving to the students of the 9th year of elementary school. The research was applied to a 9th grade class from a school in the city of Tatuí, State of São Paulo. To support the research, we did a study on the approach of each geometric content that involves the construction of the circumcenter, in the official documents of the State of São Paulo and we tried to complement it through the proposed tasks. We briefly outline the theoretical contribution, as Problem Solving was studied from the placement of the singular problems to the present studies by the GTERP group through Lourdes de La Rosa Onuchic’s Teaching-Learning-Assessment Methodology. Facing the objective, we applied the three tasks developed, according to the steps of the methodology in question and we analyzed, as in the target audience, contributed to the learning of geometry, especially the circumcenter content of a triangle, its properties and applications. The students' productions were analyzed in a qualitative-interpretative way; thus, we infer, with precise examples, how the faces of geometric learning (perception, conception, representation and construction) became present in each assignment.