Do projeto à execução: construindo prismas geométricos com a utilização de compasso e régua à luz da TRRS

Abstract

This article investigates the impact of the concrete construction of geometric prisms on the teaching of Spatial Geometry, focusing on developing an understanding of volume and capacity. Using a ruler and compass, students created molds, assembled solids, and applied mathematical formulas to calculate volumetric capacity. The methodology is based on Raymond Duval's Theory of Registers of Semiotic Representation (TRRS), which proposes the use and conversion between different forms of mathematical representation, graphic, algebraic, and verbal, to promote meaningful learning. The research also engages with Vygotsky's Sociocultural Theory and Ausubel's Theory of Meaningful Learning, strengthening the understanding of teaching and learning processes. It is expected that, through the concrete manipulation of objects and the transposition between registers, students will develop more refined spatial reasoning and greater autonomy in solving contextualized mathematical problems