APPLYING FRACTAL GEOMETRY AS A PEDAGOGICAL STRATEGY IN TEACHING MATHEMATICS IN ELEMENTARY II

Abstract

This article explored fractal geometry, addressing its historical development, theoretical foundations, practical applications, and integration into mathematics education. Initially, the study highlighted the origins of fractals towards the end of the 19th century with Henri Poincaré (1890) and, most notably, Benoît Mandelbrot in the 1970s. Mandelbrot, recognized as the father of fractal geometry, pioneered the use of computers to visualize fractal curves, significantly enhancing the understanding of these complex structures. The adopted methodology focused on the bibliographic analysis of the works of important authors who argued about the revolutionary impact of fractals on the perception of natural forms and the structure of mathematical knowledge. Furthermore, the applicability of fractal geometry was investigated in a case study on mathematics education through literature review and analysis of documented educational experiences. The main findings revealed that, beyond their theoretical value, fractals offer vast applications across various fields, from modeling economic and meteorological phenomena to art and computer graphics technology. In the educational realm, it was found that introducing fractals can enrich the mathematics curriculum, fostering greater student engagement and providing a deeper understanding of the irregular and complex nature of the world around us. It is concluded that fractals not only challenge traditional concepts of geometry but also offer a new lens through which we can explore and understand the complexity of the universe, highlighting the need for future research to fully explore their educational and applied potential.