THE USE OF ACTIVE METHODOLOGIES IN MATHEMATICS TEACHING IN ELEMENTARY SCHOOL

Abstract

This article aims to analyze the contributions of active methodologies in mathematics teaching in elementary school. Mathematics education faces challenges related to student demotivation and learning difficulties, often associated with traditional pedagogical practices. In this context, a qualitative, bibliographical research study was conducted, based on authors in the field of mathematics education. The results show that active methodologies, such as problem-solving, the use of games, and project-based learning, favor student participation, the development of autonomy, and the meaningful construction of mathematical knowledge. It is concluded that the adoption of these methodologies contributes to making the teaching and learning process more dynamic, contextualized, and aligned with contemporary educational demands.