GEOMETRY EMERGING FROM STUDENTS’ LIVED EXPERIENCES: THEORY AND PEDAGOGICAL INTERVENTION IN THE SIXTH GRADE OF ELEMENTARY SCHOOL

Abstract

Geometry teaching can become more meaningful when connected to the spaces experienced by students, thereby facilitating the understanding of concepts that are often presented in an abstract manner. In this context, this experience report addresses the following research question: How can a pedagogical proposal based on the representation and interpretation of spaces contribute to students’ learning of geometric concepts and to their reflections on the places they inhabit? The objective was to discuss the contributions of a spatial location activity to Geometry teaching in a sixth-grade elementary school class. The experience was conducted in an urban public school and was grounded in a qualitative approach. The methodological procedures included activities involving the interpretation of a residential floor plan from a top-view perspective, the arrangement of furniture and household objects, and the completion of tasks related to spatial location. Data were produced through the activities carried out by the students, classroom observations, and photographic records. The results revealed strong student engagement and the development of knowledge related to spatial orientation, spatial representation, the interpretation of different perspectives, and geometric reasoning. Although the students initially experienced difficulties in identifying objects represented from a top-view perspective, the instructional interventions transformed these difficulties into learning opportunities.