O uso de metodologias ativas como estratégia facilitadora para a aprendizagem da matemática no ensino médio

Abstract

Teaching mathematics in high school is a highly relevant and complex topic, permeated by constant challenges and debates. The subject, often seen as abstract and complex, requires teachers to have innovative teaching methods that are capable of arousing students' interest. Thus, this monograph seeks to understand how active methodologies contribute to facilitating the learning of mathematical content in high school. To guide the work, the following general objective was defined: To understand how the application of innovative pedagogical approaches can contribute to promoting more effective, meaningful and engaging learning of mathematical concepts in high school. Specifically, the intention is to: Clarify what active methodologies are and their characterization, analyze the most commonly used active methodologies in teaching mathematics in high school, identify the challenges and obstacles faced by students when learning mathematics in high school, and verify the relationship between the use of active methodologies and student engagement in learning mathematics. The study is a bibliographical research using the descriptors "active methodologies", "mathematics", "engagement" and "learning difficulties" on the Google Scholar and Scientific Research platforms. Works that were relevant, original and contributed to the understanding of active methodologies in mathematics were included. Works in a foreign language or that were not translated were excluded. Based on the research, it was observed that active methodologies such as gamification, flipped classroom, Problem-Based Learning, among others, contribute significantly to improving mathematics learning in high school, transforming the student into the protagonist of his/her learning.