MATHEMATICAL LEARNING IN ELEMENTARY EDUCATION: A PROPOSAL USING THE CONSTRUCTION OF SUSTAINABLE CATAPULTS IN A MAKER MATHEMATICS LABORATORY

Abstract

This article presents a pedagogical experience developed with 5th-grade students of Elementary Education at Governador Eduardo Campos School, located in Ipojuca (PE), within the context of a Maker Mathematics Laboratory. The experience is grounded in the principles of Maker Education and active methodologies applied to Mathematics teaching. The proposal involved the construction of sustainable catapults using recyclable materials, aiming to articulate theory and practice in order to promote meaningful learning. The activity included planning, construction, testing, and socialization of the prototypes, enabling the exploration of mathematical concepts such as measurement, angles, proportionality, and logical reasoning in a collaborative and contextualized manner. Methodologically, the study is characterized as a qualitative experience report aligned with the Brazilian National Common Core Curriculum (BNCC). The results indicate increased student engagement, protagonism, and development of logical reasoning, highlighting the potential of maker practices as an effective pedagogical strategy in Elementary Education.