Para além da proporcionalidade linear: um framework epistemológico para o ensino de relações área-volume na educação matemática contemporânea

Cleonis Viater Figueira; Simone Raquel Casarin Machado

doi:10.23925/1983-3156.2026.v28.e74170

Autores/as

Cleonis Viater Figueira Universidade Tecnológica Federal do Paraná https://orcid.org/0000-0001-7175-0069
Simone Raquel Casarin Machado Instituto Federal de Santa Catarina https://orcid.org/0009-0000-6468-4104

DOI:

https://doi.org/10.23925/1983-3156.2026.v28.e74170

Palabras clave:

Educación matemática, Pensamiento proporcional, Epistemología de las matemáticas, Modelización Matemática, Enseñanza de la geometría

Resumen

EEste artículo propone un marco epistemológico integrador para la enseñanza de las relaciones entre área y volumen en la educación básica, abordando las dificultades conceptuales inherentes a la transición del pensamiento lineal al multidimensional. Fundamentada en el pensamiento proporcional complejo, la modelización matemática y los enfoques contemporáneos de la educación matemática, la propuesta articula principios teóricos con estrategias didácticas innovadoras. Analizamos críticamente la “ilusión de la proporcionalidad lineal” que impregna la enseñanza tradicional de la geometría, proponiendo en su lugar un enfoque basado en fenómenos reales y modelización matemática. El marco presentado ofrece contribuciones significativas para la formación docente y para el desarrollo de competencias matemáticas complejas, situándose en el debate actual sobre la epistemología del conocimiento matemático escolar.

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Biografía del autor/a

Cleonis Viater Figueira, Universidade Tecnológica Federal do Paraná

Doutora em Matemática

Simone Raquel Casarin Machado, Instituto Federal de Santa Catarina

Mestre em Educação Científica e Tecnológica

Citas

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