Didactic models in the teaching of geometry: a teaching internship experience

Abstract

In order to devise a methodology that facilitates students' understanding of geometry content, this paper brings to light a teaching situation that took place during a teaching internship at the Federal Institute of Pernambuco (IFPE). Having experienced the subject of Didactic Models and Sustainability, the author of this work decided to apply the use of physical models during the teaching internship with the aim of analyzing whether their use facilitated the process of teaching and learning geometry. Basically, the use of teaching models is done as a way of exemplifying the subject that the author would cover in the classroom during the internship. The analysis methodology used in the research was the case study, which through both a qualitative and quantitative approach, found that the use of didactic models as facilitators of the process of teaching and learning geometry proved to be an effective didactic possibility, both from the point of view of the trainee, verified in the observations and dialogic regencies carried out, and from the point of view of the students, verified through the answers collected in a questionnaire applied. Finally, we can say that this methodology proved to be intelligible to the students, applicable to the teacher and replicable in possible didactic situations that might occur at some other time in the classroom.