Understanding the Two-Dimensional Representation of Polycubes by Sixth Grade Students in External Assessment Tasks
Abstract In school mathematics, tasks are determinant in learning. The tasks of the national external assessment tests, when proposed to the students, also contribute to influence the teaching-learning process. This study, which presents partial data of an ongoing research, has the objective of analyzing geometry tasks involving bidimensional construction representations with polycubes taken from external evaluation tests. More specifically, they analyze the mental processes to which they appeal, those used by the students in their resolution, as well as the difficulties experienced in this process. We will take as a work base, the results of some researches that describe several difficulties observed when the students interpret flat construction representations with polycubes. The study follows an interpretative methodology, with a documental collection of the evidence of the resolutions produced by the students and of their testimonies recorded in video during interviews. With this work, in general terms, we reveal important flaws in the knowledge involved in the visualization of constructions with polycubes represented bidimensional. The results evidenced the simultaneous need for visualization capabilities, spatial structuring and organized strategies of counting cubes in a construction with polycubes.