A Teoria da Aprendizagem Significativa Aplicada ao Ensino de Progressão Geométrica no Ensino Médio

Abstract

The objective of this work is to improve methodological approaches to mathematics teaching, promoting a more active and participatory role for students in the learning process, surpassing conventional teaching methodologies. The development occurred in stages, beginning with an investigation of the Theory of Meaningful Learning and the use of Mathematical Modeling to achieve this learning. Subsequently, teaching proposals were developed and applied to the study of Geometric Progressions (GP), based on the principles studied and the competencies and skills established by the BNCC (National Common Core Curriculum). These proposals utilized problem situations from financial mathematics, population growth, and the analysis of the iterative process in the creation of the Koch Curve fractal. The activities were conducted with 2nd-year high school students from a state school in MS, allowing them to apply their prior knowledge of sequences and functions and relate it to new content. The results showed that students had greater interest and engagement in the learning process, suggesting potential improvement in long-term knowledge retention. Finally, the didactic sequences developed and applied in this work were made available, aiming to contribute to basic education teachers seeking different ways to attract students' interest.

Keywords: meaningful learning, geometric progression (GP), mathematical modeling.