DIDACTIC SITUATIONS: THE APPLICATION OF OVAL TANGRAM IN THE EDUCATION OF ANGLES IN THE 6th YEAR OF FUNDAMENTAL EDUCATION

Abstract

The teaching of mathematics has suffered modifications, more specifically in relation to the concept of angles, these modifications become necessary to the student can build na learning with meanings. One of the possibilities is to propose the Theory of Didactic Situations that promotes the interaction between teacher, pupil and knowledge. In this way, the problem that guides this study is: how does the Theory of Didactic Situations with the help of the Oval Tangram can contribute in teaching the concepts of angles in the 6th year of Basic Education? In view of the foregoing the work in question was aimed at promoting the teaching of concepts of angles through didactic situations with the help of the Oval Tangram in the 6th year of elementary School. The research was developed with students of the 6th year in a public school municipal in the city of Passira-PE, occurring in three moments: the first application of probing test, the experience of a situation didactics and the second application of the probing test. This methodology allowed the students to develop skills as the use of the protractor and compass. The results obtained indicate that students have a better percentage in the recognition of the protractor as na instrument to measure angles and identified the conservation of the angles in the figures. The intervention through a didactic situation provided during the construction of the game the development of autonomy, responsibility for the actual construction of knowledge, the perception of applying mathematics in the social environment, the understanding of mathematical knowledge present in the construction.