Metodologias ativas no ensino da matemática escolar: o que as pesquisas acadêmicas revelam?

Abstract

This thesis is a theoretical research qualitative nature which we used a systematic review. Grounded theory on Education, Mathematics Education and Active Methodologies (MA). It was used as a data collection source of the Thesis and Dissertation catalog Capes and supported the study in Bardin's Content Analysis Method. The idea of this study comes up from an interest in understanding how methodological strategies have affected on the teaching of mathematics. For this it was prepared the following question problem: How Active Methodologies (MA) are inserted in mathematics education from the point of view of teaching and learning school mathematics? Aiming to check "if" and "how" the MA are embedded in teaching and school mathematics learning through academic research analysis in mathematics education area that applied different teaching strategies. So this study presents the results of research that sought proposals for methodological strategies, proposing a school mathematics teaching and learning with equity in the division of responsibilities between students and teachers without minimizing the importance of content. We conclude that the answer to our question problem is that the MAs are not yet inserted in an exhibited way in mathematics education, because the current researchers in the field, in their formations, were presented the methodological strategies for mathematics education and not to the MA for these past are being discussed now. Even so, studies in teaching and learning of school Mathematics, offer proposals that make the student active in building their mathematical knowledge by putting it together with the teacher and content in equal conditions role, a characteristic that is strongly proposed in MA. We did not find publications proposing MA for teaching and learning mathematics, but we observed that the thesis collected employed methodological trends for teaching and learning mathematics, and that these could be characterized as MA. That is, the methodological strategies for teaching and learning mathematics, identified in the research corpus equate the MA, with results similar to those proposed by the MA, where we observe more motivated students and a qualitative improvement of the process. Therefore, the study presented here can collaborate with the discussions and the search for methodological strategies that foster a teaching and learning that contributes qualitatively with the knowledge for life in society.