SIMULATED JURY AND PHILLIPS 66: TEACHING STRATEGIES WITH STUDENTS FROM SECOND YEAR OF HIGH SCHOOL

• Autor(a) principal: Oliveira de Azevedo , Mara
• Data de Publicação: 2017
• Outros Autores: Teresinha Quartieri , Marli, Claudio Del Pino , José, Ines Marchi , Miriam
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Prática Docente
• Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/625
• topic: Estratégias de Ensino; Júri simulado; Phillips66; Aprendizagem de matemática; Teaching Strategies; Simulated jury; Phillips 66; Mathematical learning

This article presents the activities developed with students from the 2nd grade of a public school in Vale do Taquari-RS, seeking the construction of knowledges linked to the use of teaching strategies, Simulated Jury and Phillips 66, in the Mathematics classes. In this perspective, this report aims to socialize the activities that were developed, trying to demonstrate that teaching strategies can make classes more attractive, provide group work, promote autonomy and dialogue, using real or simulated experiences, aiming to solve challenges and promote their own knowledge. The data were recorded through questionnaires, observations and recordings of the socializations. During the Simulated Jury activity, students took the place of prosecutors and lawyers, visualizing, interpreting and analyzing situations in order to defend or accuse, according to given guidelines. In the Phillips strategy 66, and not unlike the previous one, they succeeded in making Mathematics, which is apparently complex, a visible, pleasant, challenging, and understandable science. It is also highlighted that the results exceeded expectations.