Diagnosticando mediante la teoría de Van Hiele para garantizar educación de calidad

Yeray Rodríguez Rincón; Á. Alberto Magreñán Ruiz; Lara Orcos Palma

doi:10.12795/CP.2024.i33.v2.05

Autores

Yeray Rodríguez Rincón Universidad Pública de Navarra
Á. Alberto Magreñán Ruiz Universidad de La Rioja
Lara Orcos Palma Universidad de La Rioja

DOI:

https://doi.org/10.12795/CP.2024.i33.v2.05

Palavras-chave:

Geometria, igualdade de oportunidades, matemática, avaliação de conhecimentos prévios, intervenção educativa

Resumo

A agenda 2030 abriu um novo horizonte no qual os objectivos de desenvolvimento sustentável foram definidos para serem alcançados. Entre esses objectivos está o ODS 4 “Educação de qualidade”, que destaca a educação equitativa e de qualidade e a criação de oportunidades de aprendizagem ao longo da vida para todas as pessoas. Para garantir estes aspectos, a primeira coisa a fazer é conhecer o nível de partida de cada aluno, o que, no domínio da geometria, pode ser feito utilizando a teoria de Van Hiele. Além disso, é extremamente importante conhecer a perceção que os alunos têm do tema a trabalhar. Por todas estas razões, foram concebidos 3 testes, adaptando-os, com base nas recomendações e sugestões da literatura, a outros que já foram contrastados. Os resultados das respostas mostram que é necessária uma intervenção no grupo considerado. Também é necessário conhecer o nível de conhecimento inicial de cada pessoa, bem como o seu nível visuoespacial e a sua perceção de motivação, utilidade e auto-confiança em relação à geometria. Com base nesta informação, a intervenção pode ser planeada de forma personalizada, garantindo a igualdade de oportunidades e ajudando a criar oportunidades de aprendizagem no futuro.

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