O ensino da geometria sob as perspectivas de Piaget e Van Hiele

Abstract

This work is based on the theoretical assumptions of William Fritz Jean Piaget (1896 – 1980), on the theory of cognitive development and the couple Dina Van Hiele Geldof and Pierre Marie Van Hiele (1957), who proposed a model aimed at teaching geometry in accordance with the psychological skills of students, called Van Hiele Model. This paper asks in its execution to critical reading and reflective of theories as a basis for the issue at hand. However, part is a problem, the difficulty of teaching and learning of geometry, to the suggestion of teaching methods that work effectively on the applicability of the proposed theme. Therefore, it is intended to draw a parallel between the two theoretical assumptions in order to draw conclusions about what is common between the two theories and that can serve us for a teaching practice, in order to obtain data to be analyzed in view of the disaffection of students regarding the acquisition of content, geometry. Its main objective is to observe the elementary students in learning geometry, in which the teacher uses dynamic content for application in accordance with the cognitive ability of students. It is a comprehensive survey of social, contextualizing the teaching of geometry, through the theories of Piaget and Van Hiele, become less problematic learn mathematics. Consequently, lower will be the number of statistics that point to a negative picture of the teaching / learning in mathematics. Thus, we conclude that if we have better teaching methods, we achieved better results with students.