Quadraturas: uma alternativa metodológica para o ensino de árrea de figuras planas

Abstract

This master’s dissertation investigates the potential of integrating the history of mathematics into the teaching of quadratures of plane figures for elementary school and high school students, within the parameters of the National Common Curricular Base (BNCC). The study highlights the relevance of the classic methods of ruler and compass, resuming the practices of Geometric Drawing, with the possibility of combining dynamic geometry software, with the aim of revitalizing the teaching of the concept of area. The research had a qualitative approach, carried out through a questionnaire for teachers and an interview with a teacher who applies this technique in her Geometric Drawing classes. Initially, the historical evolution of the concept of quadrature was addressed, from ancient civilizations to the development of modern mathematical methods, in order to build a cultural and historical basis for teaching. The analyses made led us to understand that the inclusion of the History of Mathematics helps to contextualize and make more meaningful the students’ learning. Another observation was about the use of techniques used in Geometric Drawing, using materials such as rulers and compasses to solve problems involving squaring plane figures. Therefore, it is suggested that teachers receive ongoing training, aimed at enabling them to introduce these methods and use traditional and digital instruments, helping to transform the teaching of mathematics into a more interactive and stimulating process.