Geometric skills at High School: a dialogue with Van Hiele and Hoffer theories
This work investigates in which terms the geometric skills National Common Curriculum Base (BNCC) and the National Curriculum Parameters (PCN+) of high school privilege the theories of Van Hiele's geometric thinking and Hoffer's geometric skills. We made a brief explanatory contribution ab...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal de Ouro Preto (UFOP) |
| Repositorio: | Revemop |
| Idioma: | portugués |
| OAI Identifier: | oai:pp.www.periodicos.ufop.br:article/5239 |
| Acceso en línea: | https://periodicos.ufop.br/revemop/article/view/5239 |
| Access Level: | acceso abierto |
| Palabra clave: | High school Geometrical skills PCN BNCC Hoffer and Van Hiele theories Escuela secundaria Habilidades geométricas Teorías de Hoffer y Van Hiele Ensino Médio Teorias de Hoffer e dos Van Hiele |
| Sumario: | This work investigates in which terms the geometric skills National Common Curriculum Base (BNCC) and the National Curriculum Parameters (PCN+) of high school privilege the theories of Van Hiele's geometric thinking and Hoffer's geometric skills. We made a brief explanatory contribution about the cited documents and the referred theories that supported the analysis. Methodologically, we used Content Analysis and obtained the material from the skills of documents related to Geometry. The study reveals a predominance of application skills and the level of ordination in both documents and that logical skills are little present in PCN+. However, we found that the level of rigor is not contemplated in any of them. We also concluded that the level of formal deduction is more present in the BNCC and that these differences can be explained due to the new objectives of this document. |
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