Contribuições de uma situação didática para a aprendizagem de polígonos regulares em turmas de 1ª séries do ensino médio

Abstract

This study investigated how first-year high school students develop their learning of regular polygons through geometric challenges. The methodology involved experimenting with mathematical learning situations in the classroom, based on Brousseau's (1986) concept of didactic situations. The results indicate a significant contribution to the learning of mathematics, especially geometry, a field often neglected in basic education. Understanding how students learn and what motivates them was fundamental to the proposal. Thus, it is highlighted that motivation in the school environment involves factors that go beyond the school, being gradual and influenced by the teacher's pedagogical decisions, which must align with the students' potential, recognizing them as active agents in the educational process. The study showed that students developed their learning of regular polygons through the proposed activities. Key-words: Mathematics; Learning; Regular polygons.