Securing the starting level of the teaching-learning process of Plane Geometry in tenth grade

Abstract

This article presented methodological actions that suggested how professors should act to achieve relevancy in securing the initial level in the teaching-learning process of plane geometry in tenth grade. It took as starting point, the diagnosis of the students, accessing the assumption of knowledge, and of the teachers, to lead the process.  Methods were used that allowed to determine the essence of the problem stated, such as: interviews to students, to experienced professors teaching the subject,  and to experts in the field; as well as the analysis and criticism of sources, which led to the study of documents and guidance curricula and teaching  approaches of different authors who investigated the issue. The proposal had five moments with methodological actions that allowed the preparation of teachers to address the teaching-learning process. The application of this proposal in pedagogy helped to confirm and demonstrate its viability and feasibility, along with the level of satisfaction shown by the teachers of the territory and the motivation of the students in the classes observed; pointing toward the execution of the proposed objective.