Geogebra como estratégia didática para ensino de sólidos geométricos no 5º ano do ensino fundamenta

Abstract

This dissertation analyzed the way in which the use of the GeoGebra software, as a didactic strategy, influences the understanding and spatial visualization of geometric solids by 5th-grade students of Elementary School I. The research developed a qualitative approach, grounded in intervention research. The investigation setting was the Escola Estadual de Tempo Integral Santa Terezinha, selected through intentional criteria of infrastructure and institutional openness. The participants were six students and one teacher from the aforementioned class. Data collection occurred in September 2025, after approval by the Ethics Committee (Opinion No. 7.654.033), and involved a didactic sequence that articulated the use of concrete materials followed by digital exploration in GeoGebra. The analytical process followed the principles of Discursive Textual Analysis (DTA), seeking to identify the convergences and meanings produced during the intervention. The results evidenced that the use of GeoGebra as a didactic strategy presented itself as a strong ally for the visualization of geometric solids; furthermore, it awakened an affective perception regarding the Mathematics subject, which was seen under new perspectives by the research subjects. It is concluded that GeoGebra enhanced the learning of geometric concepts, favoring the construction of knowledge in an interactive way and aligned with the students' reality, in addition to expanding the pedagogical possibilities for teaching Geometry in the early years.