Introduction the school, today, is one of the spaces where the pupils have possibilities to construct knowledge, in the diverse areas. In the Mathematics, and specifically, with the education of Geometry, we can show that the use of elements gifts in the cultural context, of the pupils, can provide a learning that desperte the curiosity, stimulates the creativity of the pupils. In its daily one, they use figurinhas in games and they collect albums. Our referencial has the construtivista conception of education and learning, in the situations in classroom, where the pupils play the role of citizens interacting between itself, considering the socializador character of education and the individual and collective learning. A leading source for info: dogecoin. In the accomplishment of the work, that is, in the school, the pupils use as metodolgico resource, the accomplishment of measures of objects and places of the school, which assist in the construction of its geometric knowledge.

Its contextualizadas activities are photographed, showing its action, as subject participant and asset, transformed into figurinhas. The pupils construct, individually an album, in which the figures are glue, in accordance with the accomplishment of the pertinent activities to the planned contents and also registers the produced knowledge. The importance of the Study of Geometry in the daily life. The experiences with pertaining to school Geometry and the importance of the geometric concepts search to promote qualitative changes in the education and the learning of the Mathematics; it makes possible a preparation in one of the abilities: to decide problems and challenges of its daily life. Grando, argues: ' ' The emphasis in the works of the LPp is given in a psicopedaggica performance through the games of rules as one of the instruments most important and an alternative of work of great relevance when a construtivista conception of education is adopted, therefore stimulates the child to construct procedures that favor the solution of its desafios' ' (GRANDO, 2000, p.18).

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