INTEGRATING TINKERCAD INTO PROJECT-BASED LEARNING IN 5TH GRADE GEOMETRY TEACHING: AN INTERVENTION PROPOSAL FROM THE PERSPECTIVE OF GENETIC EPISTEMOLOGY

Abstract

The National Common Curricular Base (BNCC) suggests the use of software for teaching geometry. Therefore, it is necessary to invest in intervention proposals that enable the inclusion of digital resources in mathematics classes. In this sense, this article is inserted in the context of a master's research in Science and Mathematics Education, completed in 2024, and aims to analyze how the Tinkercad software can contribute to the learning of geometry in the 5th grade in a public school in the interior of Bahia. To this end, the research was developed based on Jean Piaget's Genetic Epistemology, in which a teaching intervention was carried out with 5th grade elementary school students to propose the teaching and learning of geometric shapes based on Active Methodologies, specifically the development of projects integrated with Tinkercad, so that students can associate the mathematics studied in the classroom with everyday reality. Within this context, the methodology used was a qualitative approach, of the experimental intervention type, in which data were collected through diagnostic instruments and interviews. Thus, data analysis took place through Discursive Textual Analysis and the results indicated advances in the naming of geometric shapes and their recognition in everyday life.