Banca de DEFESA: CARLOS VINÍCIUS DA SILVA PERRONE

MIND MAPS AS A RESOURCE FOR LEARNING PLANE GEOMETRY AFTER THE PANDEMIC

Mind Maps, Geometry, Post-pandemic Context, Meaningful Learning.

This dissertation organized in multipaper format proposes the adoption of the Mind Maps resource for the Plane Geometry approach in the 1st Year of High School in the post-pandemic context. A bibliographic research methodology was adopted through the Systematic Review (Mendes 2020), where the popularization of conceptual maps compared to mental maps was found due to the characteristics that hinder their use in this area of knowledge, the predominance of qualitative research and mental maps being adopted for knowledge assessment. The empirical part was through action research (Thiollent, 2002), adopting David Ausubel's theory of meaningful learning (1963), which culminated in a proposal for an educational product in the format of an Activity Notebook to approach the object of knowledge Similarity of triangles. As a result of product validation, it became possible to demonstrate that Mind Maps were significant in organizing mathematical concepts in a way that enhanced students' understanding, creativity and engagement, making Mathematics teaching more meaningful.