PITAGORUS THEOREM: A PEDAGOGICAL INTERVENTION IN A PUBLIC SCHOOL IN URUÇUÍ-PI

Abstract

According to the Pythagorean tradition, number is the beginning of everything, for it was through the study of arithmetic and geometry that Pythagoreans began to ascertain that certain phenomena could be proved by numerical or quantitative terms. As an example of these phenomena are the cycles of nature, which are perpetuated, either through the numerical beauty of the sunflower represented by the Fibonacci sequence, or the great mathematical patterns that nature itself enables the human being to constantly witness. In this sense, the Pythagorean theorem is attributed by its significant value in the basic teaching of mathematics, besides contributing in several problem situations in the daily life of the human being. The main objective of this study was to analyze how the students of the 9th grade of Elementary School built the perspective of Pythagorean Theorem so that they attributed meanings to the mathematical object learned. The research was conducted in November 2018 at the Arica Leal School Unit, located in the municipality of Uruçuí-PI. At first, a pretest was applied to analyze the students' learning level about the Theorem. Afterwards, playful activities were performed so that they could confirm the applicability and veracity by means of concrete material (perigal, ropes, tape measure and small colored pieces of wood). In addition, the Pythagorean race was performed using the application (Dice 3D Free) available on the Play Store. And finally, the post-test was performed, along with data collection to ascertain the level of knowledge acquired throughout the activities performed. The results showed enthusiasm and evolution of the students to actively participate in the process of knowledge construction using dynamic methodologies that favor learning. Thus, teaching mathematics with the help of methodologies, demonstrations, among others involving practice, makes learning more meaningful and attractive.