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A dança como contexto para a aprendizagem da Geometria no 4.º ano de escolaridade
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O presente relatório de investigação surge no âmbito da Unidade Curricular de Estágio no 1.º e no 2.º Ciclos e foi desenvolvido numa turma do 4.º ano de escolaridade. Este estudo centra-se na articulação entre a Matemática e a Dança e tem como objetivo geral compreender de que forma a dança pode contribuir para a aprendizagem da Geometria, especificamente no tópico das simetrias de reflexão no 4.º ano de escolaridade. O trabalho foca-se, especificamente, na distinção e relação entre a reflexão, enquanto transformação geométrica, e a simetria de reflexão, enquanto propriedade das figuras. Para responder a este propósito, definiram-se duas questões de investigação: 1. Que conceitos matemáticos, em particular relacionados com a reflexão e simetria de reflexão, são mobilizados pelos alunos a partir de atividades corpóreas relacionadas com a dança e movimento? 2. Como é que os alunos utilizam as experiências de reflexão e simetria de reflexão vividas corporalmente (em atividades de dança e movimento) para produzir e explicar os seus registos gráficos e escritos sobre esses conceitos? Para a concretização deste estudo foi utilizada uma metodologia de natureza qualitativa, com características de investigação sobre a prática. A recolha de dados baseou-se na observação participante, recorrendo a registos áudio, vídeo e fotográficos, bem como na recolha documental das produções dos alunos e notas de campo. As tarefas exploradas na intervenção pedagógica procuraram promover a transição da ação corporal para a formulação concetual. Destacam-se dois momentos centrais: o "Jogo do Espelho", focado na vivência física da reflexão, e o "Jogo das Figuras Geométricas", que permitiu evoluir para a exploração da propriedade da simetria de reflexão e a identificação de eixos de simetria em construções coletivas. Os resultados obtidos mostram que os alunos conseguiram mobilizar os conceitos de eixo de simetria, equidistância e inversão lateral, distinguindo a reflexão (transformação) da simetria (propriedade da figura) e, relativamente à articulação das experiências vivenciadas com os registos gráficos e escritos, os alunos demonstraram capacidade de transpor a vivência motora para o papel, utilizando a memória corporal como ferramenta de validação e autorregulação das suas representações. Em conclusão, a Dança pode constituir-se um contexto potenciador da exploração dos conceitos geométricos, em particular da simetria de reflexão, podendo ajudar a promover o rigor concetual, a visualização espacial e o desenvolvimento de competências colaborativas.
The present research report arises within the scope of the Supervised Teaching Practice in the 1st and 2nd Cycles and was developed in a 4th-year class of Basic Education. This study focuses on the articulation between Mathematics and Dance and has the general objective of understanding how dance can contribute to the learning of Geometry, specifically in the topic of reflection symmetry in the 4th year of schooling. The work focuses, specifically, on the distinction and relationship between reflection, as a geometric transformation, and reflection symmetry, as a property of figures. To answer this purpose, two research questions were defined: 1. Which mathematical concepts, particularly related to reflection and reflection symmetry, are mobilized by students through bodily activities related to dance and movement? 2. How do students use the reflection and reflection symmetry experiences lived bodily (in dance and movement activities) to produce and explain their graphic and written records regarding these concepts? To carry out this study, a qualitative methodology was used, with characteristics of research on practice. Data collection was based on participant observation, resorting to audio, video, and photographic records, as well as document collection of students' productions and field notes. The pedagogical intervention was structured in articulated stages, promoting the transition from bodily action to conceptual formulation. Two central moments stand out: the "Mirror Game", focused on the physical experience of reflection, and the "Geometric Figures Game", which allowed evolving to the exploration of the property of reflection symmetry and the identification of axes of symmetry in collective constructions. The results obtained show that students were able to mobilize the concepts of axis of symmetry, equidistance, and lateral inversion, distinguishing reflection (transformation) from symmetry (property of the figure); regarding the articulation of the lived experiences with graphic and written records, students demonstrated the capacity to transpose the motor experience to paper, using body memory as a tool for validation and self-regulation of their representations.
The present research report arises within the scope of the Supervised Teaching Practice in the 1st and 2nd Cycles and was developed in a 4th-year class of Basic Education. This study focuses on the articulation between Mathematics and Dance and has the general objective of understanding how dance can contribute to the learning of Geometry, specifically in the topic of reflection symmetry in the 4th year of schooling. The work focuses, specifically, on the distinction and relationship between reflection, as a geometric transformation, and reflection symmetry, as a property of figures. To answer this purpose, two research questions were defined: 1. Which mathematical concepts, particularly related to reflection and reflection symmetry, are mobilized by students through bodily activities related to dance and movement? 2. How do students use the reflection and reflection symmetry experiences lived bodily (in dance and movement activities) to produce and explain their graphic and written records regarding these concepts? To carry out this study, a qualitative methodology was used, with characteristics of research on practice. Data collection was based on participant observation, resorting to audio, video, and photographic records, as well as document collection of students' productions and field notes. The pedagogical intervention was structured in articulated stages, promoting the transition from bodily action to conceptual formulation. Two central moments stand out: the "Mirror Game", focused on the physical experience of reflection, and the "Geometric Figures Game", which allowed evolving to the exploration of the property of reflection symmetry and the identification of axes of symmetry in collective constructions. The results obtained show that students were able to mobilize the concepts of axis of symmetry, equidistance, and lateral inversion, distinguishing reflection (transformation) from symmetry (property of the figure); regarding the articulation of the lived experiences with graphic and written records, students demonstrated the capacity to transpose the motor experience to paper, using body memory as a tool for validation and self-regulation of their representations.
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Palavras-chave
Ensino da Geometria Interdisciplinaridade Simetria de Reflexão Aprendizagem Ativa Atividade Motora Teaching Geometry Interdisciplinarity Reflection Symmetry Active Learning Motor Activity