Possibilidade de letramento matemático para estudantes que estão finalizando o ensino fundamental utilizando estratégias de aprendizagem ativa

Abstract

This work presents results of a research in Science and Mathematics Teaching that consisted of an empirical investigation applied to students of the 9th year of Elementary School on concepts of area and perimeter of two-dimensional figures. The theme investigated arose from the researcher's analysis and reflections on the results of the external evaluations of the Mathematics subject and from the researcher's willingness to improve her pedagogical practice and develop the students' Mathematical Literacy. Starting from the analysis of the results obtained by the 9th grade students of EMEF Presidente Dutra, in the last three editions of the SAEB cognitive tests, with results released until the moment this study was carried out, 2015, 2017 and 2019, the researcher chose to plan and to develop, with 9th grade students, a didactic sequence on area and perimeter of two-dimensional figures. The didactic sequence was based on the Theory of Meaningful Learning and applied through the Three Pedagogical Moments, using some active learning strategies as a methodological path. The collected and analyzed data, through the Discursive Textual Analysis method, showed the students' progress in the competences and abilities of reasoning, representing, communicating and arguing mathematically, fundamental for the development of the students' mathematical literacy. To improve the pedagogical action, a mediating assessment was present throughout the teaching and learning process, including collaborative activities and self-assessment. As an educational product, a didactic guide was prepared, entitled "Developing Mathematical Literacy", which can be used by other Basic Education teachers. [resumo fornecido pelo autor]