Impressão 3D no ensino de geometriaespacial: uma proposta didática articulando tinkercad e geogebra

Abstract

This study aims to investigate the pedagogical potential of using 3D printing, combined with digital platforms such as GeoGebra, Tinkercad, and slicing software, in Mathematics teaching through a didactic sequence focused on Spatial Geometry. The proposal includes activities involving familiarization with three-dimensional digital environments, construction and modeling of geometric solids, exploration of mathematical functions and relationships, calculation of areas and volumes, study of ratio, proportion and percentage, as well as the materialization of digital models through 3D printing. The research is characterized as applied, with a predominantly qualitative approach and the possibility of using quantitative elements, considering observations, questionnaires, students’ productions, activity records, and reflective autobiographical reports. The target audience is composed of 9th-grade elementary school students. The didactic sequence was organized into five progressive activities: introduction to Spatial Geometry and Tinkercad; modeling of prisms and cylinders; investigation of areas and volumes; problem-solving involving ratio, proportion and percentage with the support of GeoGebra; and 3D printing of the constructed models. The proposal is expected to contribute to making mathematical learning more visual, concrete and meaningful, favoring spatial perception, student participation, the relationship between theory and practice, and the understanding of geometric concepts that are often addressed abstractly in the classroom.