Teacher understandings about geometry teaching in the fifth year of elementary school

Abstract

This article sought to understand how Geometry is taught in the 5th year of a municipal teaching network in Vale do Paranhana. Therefore, a brief history of the teaching of Geometry in Brazil is presented and the contributions of this teaching to the formation of subjects, supporting the research in the studies of Pavanello (1989, 1993, 1995); Lorenzato (1995, 2006, 2008, 2015); Kobayashi (2001); Kaleff (1994, 2003), among others. The study was developed through a questionnaire, answered using the Google Forms tool, and used qualitative data from the responses of 12 teachers from the municipal education network, working in 5th grade classes of Elementary School. The research brought data in five categorizations: the time reserved for Teaching Geometry; teachers and their understandings about Geometry Teaching; basis for the Teaching of Geometry; way of approaching Geometry Teaching; and didactic tools in Geometry Teaching.