Uma proposta de sequência didática para o ensino de progressão geométrica

Abstract

This article addresses the importance of in-plane tiling as a pedagogical tool in teaching regular polygons. With the aim of integrating theory and practice in teaching, a didactic project was developed with the application of differentiated activities that allow students to experience geometric concepts in a theoretical and practical way on regular polygons, applied to ninth grade students at a municipal school in Itaberaba. Focusing on tiling with polygons, the activities were intended to awaken the student's need to solve problems and motivate them to learn in a contextualized and dynamic way. The research investigated how the application of the tiling experiment on the plane can stimulate students' learning about regular polygons. The pedagogical proposal values the use of concrete materials and new approaches, bringing students closer to different knowledge and moving away from the traditional teaching model. The article also discusses the importance of practical and interactive activities in teaching mathematics, highlighting how tiling can be integrated into the curriculum to make classes more engaging and dynamic. Thus, learning becomes more meaningful when geometric concepts are connected to students' lived experiences, allowing them to understand mathematics both in its abstraction and in its practical application. The central objective of the work was to investigate whether the tiling experiment contributed to students' understanding of regular polygons, promoting more concrete, meaningful and playful learning, in addition to improving teaching practice.