Pirâmides: uma sequência didática utilizando o geogebra

Abstract

The aim of the work described here was to present the implementation of a didactic sequence for the ninth year class of Elementary School, where students used a technological tool to solve problem situations about the content of pyramids. With this aim, we sought to answer the following question: how can we use technologies during Mathematics classes in Elementary School II? The approach of this research was qualitative, with bibliographical research and action research being carried out. For the historical context of the Egyptian Pyramids, the work was developed based on Eves (2011). The National Curricular Parameters (PCNs), and the National Common Curricular Base (BNCC), were used as theoretical references for this research, as were other authors. Based on the hypothesis that the GeoGebra software is a tool capable of assisting in student learning, the research in fact proved that when using a technological tool, there was interest and participation from students in carrying out the proposed activity, which contributed to their learning.