O uso da realidade aumentada na aprendizagem de geometria espacial nos anos finais do ensino fundamental

Abstract

This dissertation presents an exploratory qualitative research that investigated the use of Augmented Reality (AR) in the learning process of Solid Geometry in the ninth grade of Elementary School. The study was motivated by the growing presence of technologies in students’ daily lives and by the inherent difficulty in visualizing three dimensional objects from two-dimensional representations. The main objective of the research was to analyze students’ perceptions regarding the use of Augmented Reality as a didactic resource in the study of Solid Geometry in a ninth-grade class of Elementary School. The methodology involved a literature review, supported by authors such as Milgram, Kirner, and Zorzal, and the development of a didactic sequence to test strategies mediated by AR. The study was carried out with students from the ninth grade of a public municipal school located in the metropolitan region of Porto Alegre. Data analysis, conducted according to Bardin’s Content Analysis, allowed the organization of the results into three categories: Engagement and Motivation, Visualization as a Facilitator, and Critical Thinking. The findings demonstrate that students perceive AR as a tool that enhances the learning of Solid Geometry, especially due to the visualization provided by the Sólidos RA application. This technological tool proved effective in understanding abstract concepts and developing critical reasoning. The research also revealed that the use of concrete materials in the initial stages of the didactic sequence was crucial to support the assimilation of concepts before the introduction of technology. In conclusion, the study confirms that the proposed objectives were achieved, highlighting the positive contribution of Augmented Reality to the consolidation of Solid Geometry concepts. The research reinforces the relevance of integrating new methodologies and technologies into Mathematics teaching, making it more dynamic, interactive, and meaningful, while overcoming the limitations of traditional teaching methods.