SEMELHANÇA DE TRIÂNGULOS NO ENSINO FUNDAMENTAL: ESTRATÉGIAS DE ENSINO E SUAS CONTRIBUIÇÕES PARA APRENDIZAGEM

Abstract

This dissertation investigates the teaching of triangle similarity in elementary education, using Van Hiele’s theory of geometric thought levels combined with the Ethnomathematics approach. The study was conducted in a quilombola school, aiming to understand how these theoretical and cultural references contribute to the development of students’ geometric reasoning while respecting their sociocultural context. The methodology involved a pedagogical intervention consisting of five sessions, during which practical and reflective activities were applied to diagnose and promote students’ progress in geometric thinking levels. Results indicated that, although students initially showed a limited level of geometric understanding, significant progress was observed throughout the activities. Valuing cultural knowledge through Ethnomathematics proved essential for student engagement, making learning more meaningful and connected to the local reality. It is concluded that combining these approaches enhances geometry teaching, fostering conceptual advances and increased student interest in the content. This study is expected to contribute to future research on innovative and contextualized methodologies in mathematics education, especially in culturally diverse communities.