Dynamic Geometry Contribution in the Introduction to the Perspective Study for High School Students

Abstract The objective was to investigate contributions of an interventional proposal using perspective initial ideas for Geometry teaching, in order to expand the repertoire of plane representations and spatial visualization abilities for ten Brazilian High School students. Based on the historical development of techniques for bidimensional representations of spatial figures and methodologically oriented by Design Experiment procedures, activities have been developed in three meetings, at first to analyze paintings and images from various times and, afterwards, using the Dynamic Geometry environment to explore techniques for constructing images in perspective. We sought theoretical support in Parzysz and Gutiérrez's studies on bidimensional representations of spatial figures, particularly on the ideas of "seeing" and "knowing" poles. Qualitative data analysis showed that using a software may provoke interest on geometric constructions and Geometry study, although there were limitations in learning new concepts, especially those based on those participants previous ones. On the other hand, using the software has allowed some participants to become aware of the importance of knowing the representation rules for the interpretation of images in perspective, which shows that a long-term work of this nature can promote learning and visualization in Geometry.