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The proposal targets students’ geometric perception by following TDS phases—action, formulation, validation, and institutionalization—while using an ENEM question about polyhedra to support an intuitive approach. The study argues that combining TDS with technology strengthens students’ geometric reasoning and aligns with curriculum goals.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/three-dimensional-geometric-perceptions-in-enem-a-contribution-from-geogebra-for-mathematics-teachers-in-brazil/588233/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/three-dimensional-geometric-perceptions-in-enem-a-contribution-from-geogebra-for-mathematics-teachers-in-brazil/588233.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-12","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main objective of the didactic proposal in the article?","Question",{"text":112,"@type":113},"To present a didactic proposal for teaching Spatial Geometry using 3D GeoGebra, improving students’ geometric perception through the TDS framework.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is ENEM used in the work?",{"text":117,"@type":113},"An ENEM question about polyhedra is selected as the basis for constructing the didactic situation, addressed intuitively.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article emphasize 3D GeoGebra for spatial geometry teaching?",{"text":121,"@type":113},"Because it enables dynamic 3D visualization on an xyz plane, helping students explore and understand vertices, faces, and edges more effectively than purely two-dimensional textbook drawings.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588233,1792190428,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","THREE-DIMENSIONAL GEOMETRIC PERCEPTIONS IN ENEM: A CONTRIBUTION FROM GEOGEBRA FOR MATHEMATICS  \nTEACHERS IN BRAZIL  \nFrancisco Régis Vieira ALVES, Renata Teófilo DE SOUSA,  \nFrancisca Cláudia Fernandes FONTENELE  \nAbstract: This article presents a didactic situation focused on geometric reasoning using 3D GeoGebra, using the concepts Theory of Didactical Situations (TDS) . The objective of this work is to bring a didactic proposal for the teaching of Spatial Geometry, working with the students'geometric perception, oriented and elaborated based on the dialectic of TDS-action, formulation, validation, and institutionalization. For its construction, a question from the National High School Examination (ENEM) was used about polyhedra, worked in an intuitive way. Finally, it is pointed out that TDS associated with technology has great potential to leverage the student's geometric reasoning, satisfying what is sought to develop in school curricula.  \nKey words: GeoGebra 3D. Geometric perception. Theory of Didactical Situations.  \n1. Introduction  \nThe Teaching of Geometry is a recurring theme in several studies in the scope of the Teaching of Mathematics, thanks to its importance to humanity since ancient times. According to Lorenzato (1995, p. 5) “without knowing Geometry, the interpretive reading of the world becomes incomplete, the communication of ideas is reduced, and the view of mathematics becomes distorted”.  \nBased on the relevance of this subject to the school curriculum of basic education, the Common National Curricular Base (BNCC, acronym in Portuguese) points out the primordiality of an integrated view of Geometry with real applications, considering the students' experiences and encouraging them to recognize and grasp concepts and create problem solving strategies, through not only what is offered in textbooks, but above all using digital media and technological resources.  \nThe BNCC mentions that “the use of technologies allows students to deepen their active participation in this problem-solving process”(Brazil, 2018, p. 528) . This is because the technology incorporated into the educational context can help the student, optimizing processes and offering tools for him to explore different learning methods, in addition to the visual stimuli that can be discovered with resources such as educational software, mobile applications, websites, social networks, among others.  \nGeoGebra software has the potential to develop students' visual perception, with respect to Spatial Geometry. Because it is dynamic geometry software with a 3D window available on its interface, it enables the viewing figures on a xyz plane. As a way to develop students' geometric skills, we bring in this work a methodological proposal that involves the use of a didactic situation for the teaching of Spatial Geometry aided by this software.  \nThe choice of 3D GeoGebra is verified by the fact that this software enables the creation of dynamic objects, serving as a pedagogical tool for building and exploring mathematical concepts. In addition to its easy handling, it serves as a differential in addition to the two-dimensional drawings present in textbooks. According to Breda, Trocado e Santos (2013) the alternative of a three-dimensional visualization is presented as a way to facilitate the student's understanding of concepts, which favors his learning.  \nGiven this, this work aims to build a didactic situation using the GeoGebra software for the teaching of Spatial Geometry, guided by the need to visualize geometric elements such as vertices, faces and edges and the relationship between them. Thus, the process of assimilation of this theme by the student becomes viable, as well as the development of his geometric thinking. To resolve this didactic situation, the assumptions of the Theory of Didactic Situations are used as support for this work, about the conception of a planned application.  \nIn the following sections we will discuss the Theory of Didac","cbCaivvmRDrsUrHg","https://ap.wps.com/l/cbCaivvmRDrsUrHg","pdf",399575,"English","# Introduction\n# Geometric perceptions in ENEM questions","[{\"question\":\"What is the main objective of the didactic proposal in the article?\",\"answer\":\"To present a didactic proposal for teaching Spatial Geometry using 3D GeoGebra, improving students’ geometric perception through the TDS framework.\"},{\"question\":\"How is ENEM used in the work?\",\"answer\":\"An ENEM question about polyhedra is selected as the basis for constructing the didactic situation, addressed intuitively.\"},{\"question\":\"Why does the article emphasize 3D GeoGebra for spatial geometry teaching?\",\"answer\":\"Because it enables dynamic 3D visualization on an xyz plane, helping students explore and understand vertices, faces, and edges more effectively than purely two-dimensional textbook drawings.\"}]","THREE-DIMENSIONAL GEOMETRIC PERCEPTIONS IN ENEM: A CONTRIBUTION FROM GEOGEBRA FOR MATHEMATICS TEACHERS IN BRAZIL | PDF",1792064805,25]