Ensino de geometria usando o Scratch: uma abordagem por meio da aprendizagem criativa no ensino fundamental II

Abstract

Geometry is often perceived by students as a complex area, which contributes to learning difficulties and even disinterest. In this context, the motivation arose to investigate alternatives that result in more attractive geometry teaching for students in order to promote Creative Learning. Thus, I present this work which has the general objective of: "Investigating how the use of Scratch software can promote a better understanding of the concepts of internal and external angles, the construction of polygons and the construction of mosaics, through polygon rotation movements, for the final years of Elementary School". This objective is aligned with and grounded in the principles of Seymour Papert's Constructionism, Mitchel Resnick's Creative Learning, and Computational Thinking, primarily referenced by Christian Brackmann. The research is qualitative in nature and was conducted in a public school located in the municipality of Saudades-SC, with the participation of seven 8th-grade students. To achieve the previously established objectives, a didactic sequence composed of practical activities involving block programming using the Scratch software was developed and implemented. The proposal was structured for eight sessions, also including pre-tests and post-tests addressing programming and geometry knowledge, aligned with the BNCC (2018). Data collection occurred through tests, resolution of the proposed activities, digital productions, participant interactions, and the observations and perceptions of the teacher/researcher. The results indicated that the use of Scratch increased student engagement and motivation, expanding their knowledge of geometry. We concluded that the integration between Scratch and the teaching of Geometry, used from an approach that prioritizes creativity, can strengthen the teaching of Mathematics, favoring student learning.