Folding and Contextualizing: Origami as a Teaching Tool for Algebra and Geometry

Abstract

The discussion regarding interdisciplinarity in Brazil started in the late 1960s and, since then, several researches have been carried out on this topic. Seeking to add to such research, this work presents a study carried out through the data collected through the realization of a pedagogical workshop with 23 teachers and / or future teachers involving art and mathematics through origami and the application of a questionnaire with open questions to understand what the collective thinks about the pedagogical potential of origami in an interdisciplinary context. In the development of the workshop, several mathematical and artistic contents were worked on as a way to trigger the research. The collected data were organized using the Collective Subject Discourse technique and through it one can perceive the collective understanding about the importance of using different resources coupled with different teaching methodologies.