Manipulable materials and engagement of students in math classes involving topics of geometry

Abstract In this paper, we analyze the mutual engagement of students in the development of mathematics lessons that addressed topics of geometry, in which manipulative materials were used. To understand the object of study, we used the Situated Learning Perspective according to Jean Lave and Etienne Wenger. Data were collected through observation, interviews and documents (student records during the tasks). The results suggest that the practical knowledge is changeable according to changes occurring in the forms of engagement, and featuring other broader engagement. Furthermore, we presented the following situational engagements: the engagement of students in primary contact with the elements of manipulative materials, the involvement of students cutting out squares according to the rules given, the association of engagement in a zero angle to the starting position of the sticks, and the involvement in the association with the sides of the square and the sides of the triangle.