Ensino e aprendizagem de área como grandeza geométrica: um estudo por meio do Apprenti Géomètre 2 em situação de medição de área

Abstract

The present study aims to investigate the treatment given by 6th-grade elementary students to an area measurement situation using the geometry software Apprenti Géomètre 2 (AG2). As theoretical support, we use the approach of area as a geometric magnitude proposed by Douady and Perrin-Glorian (1989), as well as studies on situations that give meaning to area as a magnitude, proposed by Baltar (1996) and Ferreira (2018). The methodological procedures use some elements of first-generation Didactic Engineering. The experimental setup was structured in two stages. In the first stage, the research participants learned to use AG2. In the second stage, they solved, using this software, the task related to the area measurement situation. As results, we identified, from the analysis of the protocols of the six pairs of participants in the research, the predominance of the numerical aspect of the area, prevailing regardless of the use of the aforementioned software. For many of the research subjects, the number (area measurement) seems to be sufficient to determine the areas of the figures in this type of situation, thus indicating signs of a numerical conception of area.