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

Auteurs

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

Mots-clés :

Éducation mathématique, Raisonnement proportionnel, Épistémologie des mathématiques, Modélisation Mathématique, Enseignement de la géométrie

Résumé

Cet article propose un cadre épistémologique intégrateur pour l'enseignement des relations entre l'aire et le volume dans l'éducation de base, abordant les difficultés conceptuelles inhérentes à la transition d'une pensée linéaire à une pensée multidimensionnelle. Fondée sur la pensée proportionnelle complexe, la modélisation mathématique et les approches contemporaines de l'éducation mathématique, la proposition articule des principes théoriques avec des stratégies didactiques innovantes. Nous analysons de manière critique « l'illusion de la proportionnalité linéaire » qui imprègne l'enseignement traditionnel de la géométrie, proposant à la place une approche basée sur des phénomènes réels et la modélisation mathématique. Le cadre présenté offre des contributions significatives à la formation des enseignants et au développement de compétences mathématiques complexes, se situant dans le débat actuel sur l'épistémologie des connaissances mathématiques scolaires.

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Bibliographies de l'auteur

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

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