O cálculo de volume em um curso técnico de gastronomia: uma sequência didática utilizando fôrmas de bolo

Abstract

This study aimed to develop a didactic sequence for teaching volume calculation, using cake molds as a pedagogical resource to explore practical contexts in the gastronomic field and make learning more meaningful. Based on David Ausubel's Theory of Meaningful Learning, the work seeks to connect students' prior knowledge to the mathematical object under study, promoting concrete and rigorous learning. As this is a preliminary work aimed at obtaining detailed information about the problems related to teaching and learning the concept of volume, an exploratory research was carried out in conjunction with a bibliographic review analyzing academic literature and official documents, such as the National Common Curricular Base (BNCC) and the National Catalog of Technical Courses (CNCT), to identify challenges in teaching spatial geometry and propose a structured methodology. The mathematical concepts applied to calculating volume were worked with different geometric shapes, integrating everyday objects, such as cake molds, to contextualize and facilitate understanding of the content. Among the results, the potential of the didactic sequence to provide a gradual understanding of geometric concepts and integrate theoretical and practical knowledge stands out. The study reinforces the relevance of innovative and contextualized pedagogical strategies, capable of improving teaching practice, promoting greater student engagement and improving performance in learning mathematical content, such as volume calculation.