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Aprender Geometria através das Artes Visuais no 6.º ano de escolaridade
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O presente estudo foi desenvolvido no âmbito do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico e teve como finalidade responder à questão: De que forma o recurso à análise de obras de arte, no ensino da Matemática, contribui para a compreensão da simetria pelos alunos do 6.º ano e para o desenvolvimento do seu pensamento crítico e envolvimento nas aprendizagens? A investigação, de natureza qualitativa e centrada na prática pedagógica, decorreu durante o estágio profissional e envolveu uma turma do 6.º ano de escolaridade. Partindo da articulação entre arte e matemática, o estudo teve como objetivos: (i) compreender de que modo o recurso à análise de obras de arte, no ensino da Matemática, contribui para a aprendizagem e compreensão dos conceitos geométricos pelos alunos do 6.º ano, em particular da simetria; e (ii) analisar de que forma a realização de produções gráfico-plásticas, articuladas com a Matemática, pode estimular o pensamento crítico e o envolvimento dos alunos nas aprendizagens. Os resultados obtidos evidenciam que a integração das Artes Visuais parece ter promovido aprendizagens significativas e contextualizadas, favorecendo a compreensão das propriedades geométricas e estimulando a curiosidade, a autonomia e a cooperação. De igual modo, os dados sugerem que esta abordagem poderá ter contribuído para o desenvolvimento do pensamento crítico e para um maior envolvimento dos alunos nas atividades propostas, aproximando a Matemática de experiências criativas e expressivas e potenciando práticas de ensino inovadoras e reflexivas.
This study was conducted within the scope of the Master's Degree in Teaching at the 1st Cycle of Basic Education and in Mathematics and Natural Sciences at the 2nd Cycle of Basic Education, and aimed to answer the following question: How does the use of artwork analysis in Mathematics teaching contribute to the understanding of symmetry by 6th-grade students and to the development of their critical thinking and engagement in learning? The research, qualitative in nature and centred on pedagogical practice, took place during the teaching practicum and involved a 6th-grade class. Based on the articulation between art and mathematics, the study pursued the following objectives: (i) to understand how the use of artwork analysis in Mathematics teaching contributes to the learning and understanding of geometric concepts by 6th-grade students, particularly symmetry; and (ii) to examine how the creation of graphic-plastic productions, articulated with Mathematics, can stimulate students’ critical thinking and engagement in learning. The results indicate that the integration of Visual Arts appears to have fostered meaningful and contextualised learning, enhancing the understanding of geometric properties and encouraging curiosity, autonomy, and cooperation. Likewise, the data suggest that this approach may have contributed to the development of critical thinking and to greater student engagement in the proposed activities, bringing Mathematics closer to creative and expressive experiences and supporting innovative and reflective teaching practices.
This study was conducted within the scope of the Master's Degree in Teaching at the 1st Cycle of Basic Education and in Mathematics and Natural Sciences at the 2nd Cycle of Basic Education, and aimed to answer the following question: How does the use of artwork analysis in Mathematics teaching contribute to the understanding of symmetry by 6th-grade students and to the development of their critical thinking and engagement in learning? The research, qualitative in nature and centred on pedagogical practice, took place during the teaching practicum and involved a 6th-grade class. Based on the articulation between art and mathematics, the study pursued the following objectives: (i) to understand how the use of artwork analysis in Mathematics teaching contributes to the learning and understanding of geometric concepts by 6th-grade students, particularly symmetry; and (ii) to examine how the creation of graphic-plastic productions, articulated with Mathematics, can stimulate students’ critical thinking and engagement in learning. The results indicate that the integration of Visual Arts appears to have fostered meaningful and contextualised learning, enhancing the understanding of geometric properties and encouraging curiosity, autonomy, and cooperation. Likewise, the data suggest that this approach may have contributed to the development of critical thinking and to greater student engagement in the proposed activities, bringing Mathematics closer to creative and expressive experiences and supporting innovative and reflective teaching practices.
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Matemática Artes Visuais Geometria Simetria e Interdisciplinaridade Mathematics Visual Arts Geometry Symmetry Interdisciplinarity