Proposição e análise das potencialidades de tarefas para o cálculo de medida de áreas de superfícies de prismas

Abstract

The qualitative research was guided by the question: How can learning opportunities be created for calculating the areas of straight prisms by incorporating Task Sets into teaching practice? The general objective was to produce, apply and analyze a Task Set for calculating surface area measurements of straight prisms. It is broken down into the following specific objectives: to identify and analyze the prior knowledge of a group of high school students regarding straight prisms; to produce, analyze and apply a set of tasks and the students' arguments in their resolutions regarding the calculation of the area measure of flat surfaces of straight prisms; and to discuss the potential of this set of tasks, involving the calculation of the area measure of flat surfaces of straight prisms, for the students' learning process. For the production of data, an Initial Questionnaire was used, followed by the realization of a Set of Tasks by the research subjects and then a Final Questionnaire. In compiling and discussing the data, we sought to analyze the resolutions of the proposed activities and the dialogues established between the students during the development of the set of tasks. The tasks were based on open-ended statements and were carried out in a collaborative environment, in which the researcher acted as a guide, encouraging the exchange of ideas and argumentation on the part of the students. One of the main contributions of this set of tasks was the creation of an environment that encouraged the sharing of ideas, discussion and socialization of strategies, resulting in the production of geometric knowledge. Throughout the study, it was possible to see that tasks based on open-ended statements gave students the flexibility to explore different resolution procedures, encouraging creativity and autonomy in the learning process. In addition, the collaborative dynamic implemented in the classroom, with the researcher playing the role of mediator, proved to be an option for promoting the exchange of ideas and the collective construction of knowledge.