A música como estratégia de organização do ensino de matemática nos anos finais do ensino fundamental

Abstract

This work aimed to analyze the means of music use as a subsidy in the organization of mathematical concepts teaching in the final years of elementary school. For this, a historical research on the relations between mathematics (and mathematicians) and music was made, besides elaborating and proposing the mathematical concepts teaching through didactic sequences, as well as the use of parodies as a way to enable the appropriation of certain mathematical operational (or properties) rules, as well as the experimentation and construction of musical instruments, through action scripts, with emphasis and mathematical basis. This study was conducted with 39 students from a 9th grade class of a elementary school in the east area of Teresina, capital of the state of Piauí, highlighting the following steps: application of initial questionnaire, class conducted under music theory concepts, application of proposed didactic sequences, experimentation and construction of musical instruments, ending interviewing, specifically, 4 students. The theoretical basis was grounded on authors, among which the following stand out: Eves (2011), regarding to the History of Mathematics; Abdounur (2015), regarding to the relation between Mathematics and Music; Med (2017), Music Theory; and Cabral (2017), Didactic Sequences. The results obtained were analyzed, interpreted and discussed in the light of basis of Zabala (2002), which deals with Educational Practices; Lorenzato (2010), on Mathematics Learning; and Carvalho (2010) on Mathematics Teaching and Learning Methodologies. The present research had the acceptance of students, explicit by their involvement and participation, expressed, above all, in the accomplishment of the proposed activities. The results showed that the utilization of music as a strategy used in the organization of mathematical concepts teaching, by teachers of the final years of elementary school, reveals evidence of involvement of students in mathematics classes and conceptual learning. It is also remarkable that during the process triggered by the research, the way the teacher organizes classes to establish the relationship of mathematics with music contributes to student learning. So, it is implicit in this process the accomplishment of group work, dialogue and openness to the manifestations of conceptual needs subsidized by procedures considered, by the students, more dynamic.