Conceptions and practices of teachers of the municipality of Moju/Pará regarding the teaching of geometry and geometric constructions

Abstract

The teaching of geometry is marked by the direct influence of a historical context of devaluation of the area, which even today affects the sets of methodological practices and, consequently, the teaching and learning processes. Given this reality, this research seeks to understand the conceptions and practices of mathematics teachers related to geometry and to working with teaching methodologies linked to the context of geometric constructions. For that, a bibliographical research was carried out, supported by studies such as those by Perez (1991), Pavanello (1993), Lorenzato (1995), Gazire (2000) and Fonseca et al. (2001), for example, and a field research, with the voluntary participation of six mathematics teachers from the final years of elementary school, working in the municipality of Moju/Pará. Data were collected during the second half of 2019, with interviews and application of semi-open questionnaires, involving issues related to the teaching of geometry, the adoption of teaching methodologies and the use of geometric constructions. The study demonstrates that geometric constructions are not fully explored in the teaching of geometry, although there is an initial planning that indicates the construction of basic geometric shapes, they are sometimes omitted due to time or priority teaching of other contents such as arithmetic, for example, considered more important by the researched teachers, in the context of the curriculum that must be effectively followed in the classroom.