A organização da prática educativa em geometria: Contribuições da teoria piagetiana

Abstract

This research sought to establish inter-relations between the results of the studies of the Piaget and Inhelder to the perception and representation of space and the process of teaching of geometry; identify as children establish the spatial relationships of topological nature, and projective Euclidian and highlight the contributions of those studies. Therefore, we organize activities adapted from the work of Piaget and Inhelder (1993) “The representation of space in the child” and proposed to a group of children aged eight and nine years of a school hall of Ponta Grossa, in the state of Paraná. We use a interview, which provided data for the analysis, with regard to the arguments and justifications of the children. We assumed to contribute to the teacher with the teaching of geometry is important that he understands how children establish the spatial relationships in the physical world to relate this world with the geometric. Evidence was found emphasizing that knowledge of this theory by the teacher, he can help interpret the responses of children and propose activities that they are able to achieve, including the reasons for their difficulties; We can say that the inter-relationships found relate to the fact the spatial relationships established in the physical world, concern forms, and travel distances in all this is study of geometry. It also could identify the relationships established by the children, showing to what extent they relate to geometric knowledge.