Prism learning through inquiry teaching in Mathematics research

integrating manipulative teaching resources and GeoGebra

Abstract

This text presents the results of a qualitative research project aimed at understanding the impact of combining exploratory tasks with manipulative teaching resources and GeoGebra on 8th grade students' middle school learning of the concept of a prism. The study was based on an experience of teaching by investigation, using these resources to promote a learning environment with playfulness and interactivity. Data collection included the students' written and digital productions of the tasks, the transcripts of the audio-recorded class episodes and the researcher's field notes. The qualitative analysis considered two elements referred to in the literature as essential in the teaching of mathematics by investigation: the formulation and application of conjectures. In general, the manipulatives and the use of GeoGebra contributed to the formulation of conjectures about prisms by the students. In addition, the teacher benefited from these resources to illustrate concepts and clarify doubts, helping to validate conjectures during interaction with the students. Most students were able to apply rules of definition to analyze statements about prisms and judge their veracity, as well as using the volume formula to solve problems. However, difficulties were observed in the algebraic generalization of conjectures, such as expressing the definition rule of a prism and the formula for the total surface area. As an educational implication, this study seeks to contribute to research in Mathematics Education, shedding light on how to structure didactic experiences that integrate playfulness and interactivity, enhancing mathematical learning.