O PROCESSO DE ENSINO-APRENDIZAGEM DA MATEMÁTICA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: UMA CONSTRUÇÃO A PARTIR DE METODOLOGIAS ATIVAS

Abstract

This article has as its main focus the discussion around the teaching and learning of mathematical knowledge through active methodologies. Realizing that the teaching of mathematics was seen throughout its history as something technical and mechanized and that it is still practiced in this way within public and private schools, a new construction for learning mathematics within the current school context is proposed, in which active methodologies, didactic strategies that place the student as a builder and protagonist of their own learning, can gain space in teacher planning with regard to the teaching of mathematical content. Thus, this study aims to analyze and reflect on the teaching of mathematical concepts in the early years of elementary school from active methodologies, diagnosing the impact of the use of these methodologies and their importance for the teaching-learning process. Therefore, to achieve this goal, a bibliographic analysis was carried out in which some authors were consulted, such as Diezel and Baldez (2017), Fuchs (2014), Linhares and Ferreira (2020), Miranda (2020), Moran ( 2015), among others that significantly contributed to the conclusions based on this production.