Contributions of a Pedagogical Intervention for the Study of Perspective Representation in Elementary Education Based on Design-Based Research

Resumo

Context: Given the difficulties presented by Elementary School Mathematics teachers in teaching basic concepts of plane geometry involving the topic of perspective representation, we resorted to a strategy that allowed us to obtain essential information to understand the context and needs of the participants, in a collaborative construction, to enable contributions to teaching and learning, based on Design-Based Research (DBR). Objective: to investigate the contributions that a pedagogical intervention, based on DBR, using an educational product consisting of photographic images, can provide to the teaching and learning of notions of perspective for Mathematics teachers in continuing education in Elementary School. Design: qualitative and quantitative, supported by the DBR research methodology. Environments and participants: three Mathematics teachers, volunteers in the empirical stage, and experts contributed to improving the educational product. Collection and analysis: data collection occurred through interviews, participants' activity notebooks, and during each intervention, audio and video recordings, photographs, observations, and field notes by the researcher. The analysis was performed during all phases of the DBR using data triangulation. Research results: the results show a significant emphasis, as well as relevant contributions to the teaching and learning of notions of perspective of the participants, who were able to act as agents of their training, reconstructing, improving and contributing to their practice, with the collaboration of all those involved and in line with their daily reality.