Ensino de perímetro e área nos anos iniciais do ensino fundamental: possibilidade do uso do lapbook com a modelagem matemática

Abstract

This Master's dissertation presents a study on the implementation of a teaching sequence designed for fifth-grade elementary school students, aiming to analyze the construction of the concepts of perimeter and area of rectangles. Grounded in the assumptions of Mathematical Modeling, the study utilized the creation of a pedagogical didactic resource—the lapbook— with fifth-grade students from a public school in Uberlândia. The work is based on the premise that these concepts, often not consolidated in the early school years, require innovative pedagogical approaches. To address this, a didactic sequence was proposed, integrating mathematical modeling and the lapbook as a hands-on resource, aiming to concretize learning through interdisciplinary and manipulative activities. The research sought to analyze how the teaching sequence contributed to differentiating between the concepts of area and perimeter, as well as exploring their specific characteristics. The investigative question guiding the study was: What are the implications for fifth-grade elementary students' learning of perimeter and area concepts when following Mathematical Modeling principles, supported by the creation of lapbooks? During implementation, it was observed that students gradually assimilated theoretical and practical notions, overcoming initial difficulties. Results indicated that most participants demonstrated adequate understanding of geometric properties and correctly applied formulas in problem-solving scenarios. The combination of mathematical modeling and manipulable resources, such as the lapbook, fostered a dynamic learning environment for topics requiring the distinction between quantities and measurements, such as area and perimeter. Thus, this dissertation contributes to the teaching practices of elementary school teachers in the Early Years.