Fractal Geometry in teacher education: a proposal through origami

Abstract

Fractal Geometry, an emerging mathematical area, has been gaining prominence in Basic Education, as indicated by official documents. This qualitative study investigates the perception of future teachers about the applicability of Fractal Geometry in teaching. To this end, a workshop was held on building fractals using origami, integrating theoretical concepts of Fractal Geometry and origami. The work also included an analysis of the curricula of the Mathematics Degree courses at the federal universities of Rio Grande do Sul. The results indicate the need to include Fractal Geometry in teacher training curricula, highlighting the feasibility of working on these concepts during undergraduate courses to improve educators’ spatial visualization skills. This inclusion can enrich mathematics teaching, offering a new perspective on its relationship with the real world. The study serves as a starting point, highlighting the need to continue research on the presence of Fractal Geometry in Basic Education and in teacher training, aiming at a more integrated and robust understanding of the topic in the educational context. The continuity of these investigations is crucial for the effective implementation of Fractal Geometry in pedagogical practice.