Tarefas De Visualização Em Exercícios De Geometria Espacial

Abstract

Apresenta-se, neste artigo, uma pesquisa de cunho qualitativo, cujo objetivo é analisar exercícios de livros didáticos de matemática que demandam habilidade de visualização espacial para sua resolução. Para tanto, foram investigadas várias ações (tarefas de visualização) apresentadas em artigos científicos nas áreas de Ensino e de Educação Matemática. Na pesquisa, foi proposta uma classificação das ações e utilizou-se dessa categorização como critérios de análise. Os exercícios de Geometria Espacial analisados são provenientes dos quatro livros didáticos de matemática para o Ensino Médio mais adquiridos pelas escolas públicas no ano de 2018. Os resultados sugerem que os exercícios propostos pelos autores desses livros didáticos não têm como objetivo de aprendizado o desenvolvimento desse tipo de habilidade.

Spatial visualization skills present in items of the Brazilian high school national exam

“…In quantitative and general terms, it is noteworthy that the prevalence of questions requiring SVS among those of SG in the years of ENEM application that we analyzed was 39.7%. This is considerably higher than the analogous proportion in the four textbooks analyzed by Mathias and Simas (2021), which ranged from 14.0% to 19.8%. This suggests that ENEM item (question) developers are more aligned with the role of SG in basic 6 / 11 education than textbooks, with regard to SVS (Brasil.…”

“…In this regard, when analyzing Brazilian high school mathematics textbooks, Mathias and Simas (2021) used the five actions present in tasks of interpretation of perspectives of three-dimensional objects (Gonzato et al, 2011) to categorize actions required in tasks that demanded SVS for their resolution, as shown in Table 2. We observed that SO was not explored in Mathias and Simas (2021), although it was mentioned in Gonzato et al (2011), since tasks that require this type of element are generally addressed in the early years of elementary school.…”

“…As the object of study in a growing number of studies since the mid-twentieth century in various fields of research, in particular in the area of psychology and cognition from the school perspective, there is no single term to refer to SVS (Gutiérrez, 1996). In this regard, it is common to notice, in studies dedicated to the teaching and learning of geometry, the frequent use of the terms spatial reasoning, spatial thinking and spatial visualization to refer to SVS (Mathias & Simas, 2021). Gonzato et al (2011) analyzed tasks in textbooks and considered that the ability to visualize and orient an object is not limited only to the ability to see objects and spaces, but also involves the ability to reflect on their possible representations, relationships between their parts and to examine the possible transformations (such as rotation, cross section and unfolding) that the object can undergo.…”

“…We can see that the number of mathematics questions every year is always 45. Subsequently, we analyzed the questions according to the criteria established in Mathias and Simas (2021) and SO described in Gonzato et al (2011), as illustrated in Figure 7.…”

“…Despite this suggestion in PNLD, Mathias and Simas (2021), when analyzing exercises of mathematics textbooks that require use of SVS to be solved, concluded that there is an excessive emphasis on area and volume calculations to the detriment of the development of spatial reasoning in students. Thus, this article aims to analyze, categorize and quantify ENEM questions that require SVS for their resolution.…”