Trabalhando a porcentagem por meio das metodologias ativas

Abstract

Mathematics is a very present science in our daily lives, but many people have a traumatic relationship at school with this discipline. One reason has to do with the fact that the teaching of mathematics, as is done in the vast majority of schools, gives extreme importance to the answer and formulas and that we must encourage our students to be curious and to seek the answer, we demand let them give it. The same happens with the percentage that is one of the concepts of mathematics and that students demonstrate difficulties in understanding it. Based on this problem, it is important to rethink and propose activities that provide learning that is meaningful to the student. This work presents the results of a research that aimed to understand how active methodologies can contribute to a more significant teaching and learning process in the mathematics discipline of elementary school. As a methodological perspective, the study was based on a qualitative approach associated with an experience report involving a 5th year class of elementary school in a public school in the city of Itumbiara, based on an experience with the Problem Based Learning, Rotation by Learning, Gamification, Inverted Classroom and Peer Learning Stations. The results show that the active methodologies contribute to the formation of a critical-reflective student with greater autonomy aiming at the construction of his knowledge.