Práticas formativas no ensino e aprendizagem de matemática na educação básica

Abstract

Formative practices are didactic strategies used to make the content covered more meaningful in the teaching-learning process. Interdisciplinarity and contextualization are methodological practices capable of guiding the purposes of the teaching process in the face of methodological innovation. Thus, the present study has the general objective of analyzing the formative practices used by teachers in teaching Mathematics at level II of Elementary School. The specific objectives seek to identify the main formative practices used during the teaching-learning process; list the greatest challenges encountered during Mathematics classes; know the active methodologies used to make Mathematics teaching meaningful; understand the difficulties encountered when using innovative didactic strategies in the classroom. For this, the study was carried out through bibliographic surveys and field research with a qualitative approach, using as a data collection instrument the semi-structured questionnaire applied to five effective Mathematics teachers of Elementary School II in the municipality of Massapê do Piauí-PI. The results of this study allow us to infer that teachers use various training practices (interdisciplinary, multidisciplinary, contextualization, among others) to make the content more meaningful. In addition, they use various active methodologies, such as flipped classrooms, lectures, seminars and discussions, project-based classes, case studies and games. Planning is based on various resources, such as textbooks, supplementary materials and scientific articles in the area of Mathematics teaching. Training practices are considered fundamental to the learning process and, with adjustments to the infrastructure conditions of some educational institutions.