REPTILES AND GEOMETRY IN MATHEMATICAL PROBLEM SOLVING FROM A COMPLEX AND TRANSDISCIPLINARY PERSPECTIVE

Abstract

This article addresses problem solving in a context situation permeated by a complex and transdisciplinary approach. The data were obtained from a qualitative, exploratory-explanatory investigation, of the intervention type. Fragments of a didactic sequence entitled “Understanding the geometry of reptiles” were analyzed. This was designed to articulate knowledge from Biology and School Geometry, valuing the connection between knowledge and the interdependence between them. The intervention took place in a first-year high school class in a public school. The analysis was conducted using the theory of nuclei of signification, which, once obtained, became structuring categories for the organization of the text of analysis, namely “integration of knowledge”, “construction of conjectures”, “creativity”, and “geometric context”. It was concluded that the students created a web of reciprocal relationships between Biology and Geometry, fostering the development of curiosity, creative thinking, and conceptual learning of mathematical content.