Materiais Didáticos como Proposta Metodológica para a Geometria nos Anos Iniciais do Ensino Fundamental

Abstract

Playing is one of the essential activities performed by children in childhood
and it can be widely used to improve the learning process, scholar content
included. Playful activities in early childhood education, mostly
intermediated by another person or object, are well structured, however, it
does not seem to occur easily in other stages of schooling. Researches by
scholars on these topics and our projects about geometry led us to
discussions about playful learning, geometry and teaching materials beyond
the early childhood education. In this way, we proposed to catalog teaching
materials that would assist in teaching geometry in the initial years of
elementary school, through a research of qualitative and documentary
characteristics. For this purpose, data was collected, selected and cataloged,
and led us to the development of this article. The results took into account
the knowledge aims of the National Curricular Common Base (Base Nacional
Comum Curricular – BNCC, in portuguese) and were recorded in Tables that
show: the officially indicated contents for geometry in the initial years of
elementary school, teaching materials that we suggest for teaching these
contents and, finally, the two themes combined (geometry contents and
teaching materials). The suggested teaching materials can be included in the
teacher’s teaching methodology as playful actions and, in this regard, can
assist him/her with the geometry contents in the initial years of elementary
school.