Uma proposta de Sequência Didática: Aprendendo sobre Triângulos com uso do GeoGebra alinhado com a Teoria da Aprendizagem Significativa

Abstract

This study presents a potentially significant didactic sequence for the teaching of triangles and their properties, using the GeoGebra software as a complementary tool in Geometry teaching. The described proposal is based on David Ausubel’s Theory of Meaningful Learning, associated with active methodologies: Problem Solving and Mathematical Modeling. Furthermore, the research highlights the relevance of the insertion of digital technologies in the teaching and learning process, emphasizing the need for the teaching staff to remain constantly updated in the face of technological advances. Through interactive activities and protocols for constructing triangles and their notable points, the study demonstrated that the use of GeoGebra enables a dynamic and visual exploration of the content, contributing to overcoming recurring difficulties in Geometry teaching. The proposed activities were elaborated and carried out considering the students’ sociocultural context, which favored the understanding of geometric concepts and the construction of meanings. The results indicate that, when integrated in a planned and strategic manner, GeoGebra has the potential to transform pedagogical practice, making it more inclusive, effective, and motivating. Finally, the interaction of students — belonging to a generation immersed in digital technologies—with the software evidenced a more critical, creative, and autonomous engagement. This approximation between technology and teaching contributed to making the teaching work more enjoyable and, to some extent, more playful, without losing the scientific and pedagogical rigor necessary for meaningful learning.

Keywords: Active Methodologies,Problem Solving, Mathematical Modeling, Geometry, Teaching.