VOLUME RELATIONS BETWEEN CYLINDER, CONE, PYRAMID AND PRISM: A MODELING APPROACH WITH CONCRETE MATERIALS IN HIGH SCHOOL

Abstract

This article presents a teaching experience in Spatial Geometry at the high school level through a practical and playful approach, using concrete materials and mathematical modeling as strategies for meaningful learning. The experimental and exploratory research was conducted with third-year students from a public school in the municipality of Palmeirais, Piauí, Brazil, involving the construction of prisms, pyramids, cylinders, and cones using simple and accessible materials. The activities aimed to empirically verify that the volume of a prism is three times that of a pyramid with the same base and height, and that the volume of a cylinder is three times that of a cone with the same dimensions. The results showed that the use of active methodologies and concrete materials enhances the understanding of abstract concepts, stimulates logical reasoning, teamwork, and student protagonism. Furthermore, the practice proved to be an effective and low-cost alternative for mathematics teaching, especially in public school contexts with limited resources, favoring the integration between theory and practice and promoting more meaningful and lasting learning.