Integração de materiais concretos e recursos digitais no ensino de relações métricas do triângulo retângulo

Abstract

This article presents a methodological proposal for teaching metric relations in right triangles, articulating concrete materials and digital resources as mediators of learning. The objective is to propose a didactic sequence that favors meaningful learning and the development of geometric thinking in Basic Education. Although it does not derive from empirical application, it is based on the theory of meaningful learning and the guidelines of the BNCC (Brazilian National Curriculum Base). The proposal integrates concrete manipulation, digital exploration, and symbolic formalization, respecting the cognitive progression of Van Hiele's levels. The activities seek to articulate spatial perception, analysis of properties, mathematical argumentation, and generalization of concepts. It aims to promote contextualized learning that is transferable to different situations in mathematics teaching. It is expected to serve as a reference for teachers, offering a didactic alternative adaptable to diverse school realities. The intention is to stimulate creativity, investigative thinking, and a deeper understanding of metric relations in right triangles.