O uso de materiais manipuláveis em aulas investigativas: uma experiência com o Teorema de Pitágoras

Abstract

This qualitative research aims to identify and analyze the contributions of manipulable materials associated with investigative methodologies for learning the Pythagorean Theorem among 7thgrade students in elementary education. The study was structured in three stages: presenting a problem situation with the application of manipulable materials, the production of materials by the students themselves, and, finally, the sharing of different forms of demonstration of the Pythagorean Theorem in a mini fair. The research is based on Vygotsky’s (1987) sociocultural theory, which emphasizes mediation and interaction in the learning process; Leontiev’s (1978) activity theory, which discusses human activity as a mediated process aimed at achieving a goal; and Lorenzato’s (2006) contributions, which focus on the role of manipulable materials in understanding mathematical concepts. Drawing on this theoretical framework, the study seeks to understand how students perceive the relationship between the use of manipulable materials and their learning. In this context, the central research question is: “What is the students’ perception of the importance of using manipulable materials integrated with investigative activities in teaching the Pythagorean Theorem?” To address this question, data were collected through questionnaires and students' experience reports. The results indicate that the use of manipulable materials in investigative activities enables students to actively construct knowledge, fostering experimentation, logical reasoning, and mathematical argumentation. Furthermore, it was observed that this approach promotes increased student interaction, encourages the formulation of hypotheses, and supports the development of skills essential for learning mathematics.