The Teaching and Learning Process in the Construction of the Concept of Area and Perimeter: Perspectives of Scientific Research

Abstract

In the learning process, students often exhibit deficiencies related to the correct interpretation of practical exercises, frequently mistaking perimeter for area when dealing with flat figures. This research aims to analyze the understanding of secondary school students regarding the concepts of area and perimeter of flat figures through the teaching-learning processes of educators. To achieve this, a bibliographic inquiry was conducted using the PRISMA research methodology, guided by key questions that define the analytical categories. A total of 392 documents were identified using a data grid, processed through filtering and separation phases to obtain a final selection of 50 documents that met the research objective. The analysis yielded four central categories that describe understanding through: 1) the use of methodological and didactic strategies in learning, 2) problem-solving skills, 3) reinforcement of disciplinary knowledge, and 4) development of geometric competencies. These categories elucidate measurement concepts in contextual situations, emphasized through the pedagogical-didactic knowledge of teachers as a fundamental element to effectively address geometric scenarios and explore the relationships that can be established between area and perimeter. The study concludes that the concept of area and perimeter entails unique learning methods, prompting the creation of strategies and tools that, when integrated into classroom activities, facilitate comprehension.