Possíveis contribuições do uso de origami para o ensino de matemática na educação básica

Abstract

Origami is a Japanese practice, and the etymological meaning of the word is "ori," which means to fold, and "kami," which means paper, in other words, the technique/art of folding paper. According to research in the field of mathematics education, the use of origami in math classes can stimulate the development of skills and geometric thinking. According to van Hiele's levels of geometric thought theory, students' reasoning about geometric concepts consists of a progression in levels during teaching so that they fully understand such concepts. This work aims to identify the possibilities of using origami to teach geometry topics in Elementary School - Upper Years (EF). A qualitative bibliographic research approach was chosen. For analysis, 11 origami construction activities were proposed, illustrating and explaining each step. During the folding process, the geometry contents and levels of geometric thought according to van Hiele's theory that can be developed were analyzed and presented. According to the analysis, it was observed that the use of origami can promote the development of 22 skills proposed in the BNCC, focusing on the 6th and 7th years of EF, and can lead students to achieve levels 1, 2, and 3 proposed by this theory. This is because students, as they develop the ability to recognize and name shapes, achieve level 1; as they begin to perceive the properties of figures, they achieve level 2; and as they understand the inclusion of classes of geometric objects, they achieve level 3. In conclusion, the use of origami as a teaching resource favors the learning of geometric concepts in mathematics classes in Basic Education.