Explorando Volume e Capacidade com Metodologias Ativas: Uma Experiência com Oficinas e Rotações por Estações no Ensino Médio.

Abstract

In this work, we analyze how the use of active methodologies can contribute to the learning of Spatial Geometry content in High School, focusing on the use of learning stations associated with technological resources and practical activities, aiming to engage and encourage students. We developed a didactic sequence centered on student protagonism, articulating theoretical knowledge and concrete experiences with geometric solids. The application took place in a school in the city of Presidente Epitácio – SP, with a third-year High School class, in the subject of Study Guidance – Mathematics, which focuses on rebuilding skills and stimulating student autonomy. The analysis of the results was carried out based on class records, observations, quizzes, and student feedback. The results indicate that the approach favored participation, group work, and the understanding of geometric concepts, as well as promoting greater student engagement and autonomy. Thus, we reaffirm the importance of active methodologies, which encourage investigation, theoretical and practical concepts that value learning by doing and expand the possibilities of teaching Mathematics in a meaningful way. Keywords: active methodologies; spatial geometry; high school.