O ensino de geometria e a aprendizagem baseada na resolução de problemas: uma experiência prática

Abstract

This research investigates the application of the Problem-Based Learning (PBL) method in the teaching of Geometry to 8th and 9th grade classes in a public state school. The main objective was to analyze the effectiveness of this approach in promoting more meaningful, active, and lasting learning. The methodology was divided into four stages: Investigative Assessment, Diagnostic Assessment, Implementation of the PBL method, and Formative Assessment. The students actively participated in the creation of the layout of an exhibition park, applying Geometry content through concrete materials and digital resources such as GeoGebra. One of the highlights of this work was the creation of the Tactile Trigonometric Ruler, developed during the research to support both visually impaired individuals and students with learning difficulties in traditional teaching contexts. The results obtained in the Formative Assessment indicated significant progress in the understanding of quadrilaterals, geometric transformations, perimeter, and area among the students who participated in the project. In contrast, the students who did not participate showed difficulties in these same topics. The study highlights that the PBL method is an effective pedagogical strategy in the teaching of Geometry, promoting autonomy, teamwork, and problem-solving skills in real and meaningful contexts for students.