{"id":{"repo_id":"brazil-ufpb","oai_identifier":"oai:repositorio.ufpb.br:123456789/418"},"canonical_url":"https://search.dev.ndltd.org/etd/brazil-ufpb/oai:repositorio.ufpb.br:123456789/418","repository":{"repo_id":"brazil-ufpb","name":"Brazil UFPB","base_url":"https://repositorio.ufpb.br/oai/request"},"display":{"title":"O ensino de polígonos e a teoria de Van Hiele.","abstract":"Our interest in the teaching of geometry resulted from the teaching experience we have, from which we understand the importance of this field for the formation of students' thinking, considering its applicability to other content of mathematics itself and in everyday life. How to cut, we chose the teaching of polygons, which takes place throughout the elementary school. Our research aimed mainly to analyze the proposal to develop the teaching of polygons in the collection of textbooks commonly used in our county, with reference to the Van Hiele theory. The choice of this teaching tool was made because of its importance for the current school reality, since it provides a reference for many of the activities performed by teachers in classroom. Van Hiele's theory proposes steps for the development of geometric thought, ranging from Levels 0-4, and could constitute an important reference for planning, organization and evaluation of teaching diverse content of Geometry, at all levels of schooling. To accomplish our goal, we evaluated the textbooks of 6th to 9th Years of elementary school, seeking to identify relationships between the authors' proposal and the recommendations of Mathematics PCNs for these cycles and those established in the theoretical model we adopt. We conducted a qualitative study based on content analysis, focusing on the teaching of geometry and emphasizing the polygons. According to the analysis that we performed, the authors conclude that follow, most of the content in focus, the recommendations of the material that we adopt as a reference, although the proposed collection of teaching is based on the traditional model that follows the following definitions-examples exercises.","abstract_html":"Our interest in the teaching of geometry resulted from the teaching experience we have, from which we understand the importance of this field for the formation of students' thinking, considering its applicability to other content of mathematics itself and in everyday life. How to cut, we chose the teaching of polygons, which takes place throughout the elementary school. Our research aimed mainly to analyze the proposal to develop the teaching of polygons in the collection of textbooks commonly used in our county, with reference to the Van Hiele theory. The choice of this teaching tool was made because of its importance for the current school reality, since it provides a reference for many of the activities performed by teachers in classroom. Van Hiele's theory proposes steps for the development of geometric thought, ranging from Levels 0-4, and could constitute an important reference for planning, organization and evaluation of teaching diverse content of Geometry, at all levels of schooling. To accomplish our goal, we evaluated the textbooks of 6th to 9th Years of elementary school, seeking to identify relationships between the authors' proposal and the recommendations of Mathematics PCNs for these cycles and those established in the theoretical model we adopt. We conducted a qualitative study based on content analysis, focusing on the teaching of geometry and emphasizing the polygons. According to the analysis that we performed, the authors conclude that follow, most of the content in focus, the recommendations of the material that we adopt as a reference, although the proposed collection of teaching is based on the traditional model that follows the following definitions-examples exercises.","abstract_has_math":false,"creators":["Silva, João Everton Cezário da."],"institution":"Matemática","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-09-05","date_published":"2013-09-05","updated_at":"2026-07-24T01:17:54Z","subjects":["Geometria","Teoria de Van Hiele","Estudo e ensino da matemática","Geometry","Van Hiele's theory","Study and teaching of mathematics"],"languages":["pt"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repositorio.ufpb.br/jspui/handle/123456789/418","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Silva, João Everton Cezário da."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2013-09-05T17:07:14Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2013-09-05T17:07:14Z"]},{"key":"dc:date.issued","label":"Date","values":["2013-09-05"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Matemática"]},{"key":"dc:type","label":"Dc Type","values":["TCC"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Geometria","Teoria de Van Hiele","Estudo e ensino da matemática","Geometry","Van Hiele's theory","Study and teaching of mathematics"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["pt"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://repositorio.ufpb.br/jspui/handle/123456789/418"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Our interest in the teaching of geometry resulted from the teaching experience we have, from which we understand the importance of this field for the formation of students' thinking, considering its applicability to other content of mathematics itself and in everyday life. How to cut, we chose the teaching of polygons, which takes place throughout the elementary school. Our research aimed mainly to analyze the proposal to develop the teaching of polygons in the collection of textbooks commonly used in our county, with reference to the Van Hiele theory. The choice of this teaching tool was made because of its importance for the current school reality, since it provides a reference for many of the activities performed by teachers in classroom. Van Hiele's theory proposes steps for the development of geometric thought, ranging from Levels 0-4, and could constitute an important reference for planning, organization and evaluation of teaching diverse content of Geometry, at all levels of schooling. To accomplish our goal, we evaluated the textbooks of 6th to 9th Years of elementary school, seeking to identify relationships between the authors' proposal and the recommendations of Mathematics PCNs for these cycles and those established in the theoretical model we adopt. We conducted a qualitative study based on content analysis, focusing on the teaching of geometry and emphasizing the polygons. According to the analysis that we performed, the authors conclude that follow, most of the content in focus, the recommendations of the material that we adopt as a reference, although the proposed collection of teaching is based on the traditional model that follows the following definitions-examples exercises."]},{"key":"dc:title","label":"Title","values":["O ensino de polígonos e a teoria de Van Hiele."]}]}],"canonical_facts":{"dc:creator":["Silva, João Everton Cezário da."],"dc:date.accessioned":["2013-09-05T17:07:14Z"],"dc:date.available":["2013-09-05T17:07:14Z"],"dc:date.issued":["2013-09-05"],"dc:description.abstract":["Our interest in the teaching of geometry resulted from the teaching experience we have, from which we understand the importance of this field for the formation of students' thinking, considering its applicability to other content of mathematics itself and in everyday life. How to cut, we chose the teaching of polygons, which takes place throughout the elementary school. Our research aimed mainly to analyze the proposal to develop the teaching of polygons in the collection of textbooks commonly used in our county, with reference to the Van Hiele theory. The choice of this teaching tool was made because of its importance for the current school reality, since it provides a reference for many of the activities performed by teachers in classroom. Van Hiele's theory proposes steps for the development of geometric thought, ranging from Levels 0-4, and could constitute an important reference for planning, organization and evaluation of teaching diverse content of Geometry, at all levels of schooling. To accomplish our goal, we evaluated the textbooks of 6th to 9th Years of elementary school, seeking to identify relationships between the authors' proposal and the recommendations of Mathematics PCNs for these cycles and those established in the theoretical model we adopt. We conducted a qualitative study based on content analysis, focusing on the teaching of geometry and emphasizing the polygons. According to the analysis that we performed, the authors conclude that follow, most of the content in focus, the recommendations of the material that we adopt as a reference, although the proposed collection of teaching is based on the traditional model that follows the following definitions-examples exercises."],"dc:identifier.uri":["https://repositorio.ufpb.br/jspui/handle/123456789/418"],"dc:language.iso":["pt"],"dc:publisher.department":["Matemática"],"dc:subject":["Geometria","Teoria de Van Hiele","Estudo e ensino da matemática","Geometry","Van Hiele's theory","Study and teaching of mathematics"],"dc:title":["O ensino de polígonos e a teoria de Van Hiele."],"dc:type":["TCC"]},"updated_at":"2026-07-24T01:17:54Z"}