Considerations on the teaching of area and perimeter

Abstract

In this study, one tries to investigate the results that may be obtained with the application of a teaching sequence for the introduction of area and perimeter concepts and their relations based on manipulating materials. As theoretical basis, we used Douady e Perrin-Glorian (1989); Franchi and others (1992) and Baltar (1996) and also the experiments developed by the Programa de Estudos e Pesquisas no Ensino de Matemática (Proem) – Program of Studies and Researches on Mathematics Teaching. In order to make the investigation, it were developed activities with concrete materials (board of nails, light cardboard, graph paper and string) that made possible the observation of the difficulties faced by children in the 5th and 6th degree levels of the fundamental education for assimilation of concepts about area and perimeter and their relations. In this research, students could manipulate materials, discuss and question the related and dissociated ideas, which made possible the passage from the geometrical to the numerical board, in a gradual and natural way, leading them to recognize the area and perimeter formulas as a result from living situations.