An interdisciplinary approach to the teaching of Mathematics in the final years of Elementary School: the perspective of an undergraduate student

Detalhes bibliográficos
Autor(a) principal: Oliveira, Osmano Melo
Data de Publicação: 2021
Outros Autores: Souza, Keidna Cristiane Oliveira, Paixão, Leandro Luiz da
Tipo de documento: Artigo
Idioma: por
Título da fonte: Remat (Bento Gonçalves)
Texto Completo: https://periodicos.ifrs.edu.br/index.php/REMAT/article/view/4774
Resumo: This article discusses the teaching of Mathematics from an interdisciplinary approach. It aims at highlighting the dialogue between different areas of knowledge as a fundamental tool for teaching Mathematics. Methodologically speaking, it refers to an experience report about an 8th grade Mathematics class held during the supervised practicum that took place at Colégio Estadual Presidente Castelo Branco in Nazaré, TO. It is noteworthy that this work is an experience report that allows dialogue with other authors, from an interdisciplinary activity developed during the Supervised Internship, where activities were carried out such as: reading and interpreting texts, content presentation in a multimedia projector, content discussion, problem solving and activities. Thus, it promotes a reflection on the teaching of Mathematics in the final grades of Elementary School II, the stage in which failures occur, such as learning difficulties and the interpretation of contents, interfering with the acquisition of skills and competences specific to these ages. and grades, which makes it difficult to acquire new knowledge, causing aversion to the discipline. It was noticed that, when the teaching methodology prioritizes the elucidation of the issue in a political-social approach, valuing the students' prior knowledge and helping them with problems arising from difficulties in interpreting the text, for example, the result is satisfactory: students arrive at the answers and show interest in the subject.
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spelling An interdisciplinary approach to the teaching of Mathematics in the final years of Elementary School: the perspective of an undergraduate studentA interdisciplinaridade no ensino de Matemática nas séries finais do Ensino Fundamental: uma perspectiva sob a visão do licenciandoMatemáticaprática de ensinoconhecimentoalunosinterdisciplinaridadeMathematicsteaching practiceknowledgestudentsinterdisciplinarityThis article discusses the teaching of Mathematics from an interdisciplinary approach. It aims at highlighting the dialogue between different areas of knowledge as a fundamental tool for teaching Mathematics. Methodologically speaking, it refers to an experience report about an 8th grade Mathematics class held during the supervised practicum that took place at Colégio Estadual Presidente Castelo Branco in Nazaré, TO. It is noteworthy that this work is an experience report that allows dialogue with other authors, from an interdisciplinary activity developed during the Supervised Internship, where activities were carried out such as: reading and interpreting texts, content presentation in a multimedia projector, content discussion, problem solving and activities. Thus, it promotes a reflection on the teaching of Mathematics in the final grades of Elementary School II, the stage in which failures occur, such as learning difficulties and the interpretation of contents, interfering with the acquisition of skills and competences specific to these ages. and grades, which makes it difficult to acquire new knowledge, causing aversion to the discipline. It was noticed that, when the teaching methodology prioritizes the elucidation of the issue in a political-social approach, valuing the students' prior knowledge and helping them with problems arising from difficulties in interpreting the text, for example, the result is satisfactory: students arrive at the answers and show interest in the subject.O presente artigo discorre sobre a prática de ensino de Matemática a partir da utilização da interdisciplinaridade. Tem por objetivo evidenciar o diálogo entre as áreas do conhecimento como uma ferramenta fundamental para o ensino de Matemática. Quanto ao percurso metodológico, trata-se de um relato de experiência em uma turma de Matemática de 8º ano realizado no Estágio Supervisionado que aconteceu no Colégio Estadual Presidente Castelo Branco em Nazaré, TO. Destaca-se que este trabalho se constitui em um relato de experiência que permite diálogo com outros autores, a partir de uma atividade interdisciplinar desenvolvida durante o Estágio Supervisionado, onde foram realizadas atividades como: leitura e interpretação de textos, apresentação de conteúdos em projetor multimídia, discussão dos conteúdos, resolução de problemas e atividades. Promove-se, assim, uma reflexão sobre o ensino de Matemática nas séries finais do Ensino Fundamental II, etapa em que se encontram falhas, como a dificuldade de aprendizagem e interpretação dos conteúdos, interferindo na aquisição de habilidades e competências próprias para essas idades e séries, o que dificulta a aquisição de novos conhecimentos, provocando aversão à disciplina. Percebeu-se que, quando a metodologia de ensino prioriza a elucidação da questão em uma abordagem político-social, valorizando os conhecimentos prévios dos alunos e auxiliando-os nos problemas advindos das dificuldades de interpretação de texto, por exemplo, o resultado é satisfatório: os alunos chegam às respostas e demonstram interesse pela disciplina.Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul2021-09-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos paresapplication/pdfhttps://periodicos.ifrs.edu.br/index.php/REMAT/article/view/477410.35819/remat2021v7i2id4774REMAT: Revista Eletrônica da Matemática; Vol. 7 No. 2 (2021); e2005REMAT: Revista Eletrônica da Matemática; Vol. 7 Núm. 2 (2021); e2005REMAT: Revista Eletrônica da Matemática; v. 7 n. 2 (2021); e20052447-2689reponame:Remat (Bento Gonçalves)instname:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)instacron:IFRSporhttps://periodicos.ifrs.edu.br/index.php/REMAT/article/view/4774/2990Copyright (c) 2021 REMAT: Revista Eletrônica da Matemáticahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessOliveira, Osmano MeloSouza, Keidna Cristiane OliveiraPaixão, Leandro Luiz da2022-12-28T16:07:18Zoai:ojs2.periodicos.ifrs.edu.br:article/4774Revistahttp://periodicos.ifrs.edu.br/index.php/REMATPUBhttps://periodicos.ifrs.edu.br/index.php/REMAT/oai||greice.andreis@caxias.ifrs.edu.br2447-26892447-2689opendoar:2022-12-28T16:07:18Remat (Bento Gonçalves) - Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)false
dc.title.none.fl_str_mv An interdisciplinary approach to the teaching of Mathematics in the final years of Elementary School: the perspective of an undergraduate student
A interdisciplinaridade no ensino de Matemática nas séries finais do Ensino Fundamental: uma perspectiva sob a visão do licenciando
title An interdisciplinary approach to the teaching of Mathematics in the final years of Elementary School: the perspective of an undergraduate student
spellingShingle An interdisciplinary approach to the teaching of Mathematics in the final years of Elementary School: the perspective of an undergraduate student
Oliveira, Osmano Melo
Matemática
prática de ensino
conhecimento
alunos
interdisciplinaridade
Mathematics
teaching practice
knowledge
students
interdisciplinarity
title_short An interdisciplinary approach to the teaching of Mathematics in the final years of Elementary School: the perspective of an undergraduate student
title_full An interdisciplinary approach to the teaching of Mathematics in the final years of Elementary School: the perspective of an undergraduate student
title_fullStr An interdisciplinary approach to the teaching of Mathematics in the final years of Elementary School: the perspective of an undergraduate student
title_full_unstemmed An interdisciplinary approach to the teaching of Mathematics in the final years of Elementary School: the perspective of an undergraduate student
title_sort An interdisciplinary approach to the teaching of Mathematics in the final years of Elementary School: the perspective of an undergraduate student
author Oliveira, Osmano Melo
author_facet Oliveira, Osmano Melo
Souza, Keidna Cristiane Oliveira
Paixão, Leandro Luiz da
author_role author
author2 Souza, Keidna Cristiane Oliveira
Paixão, Leandro Luiz da
author2_role author
author
dc.contributor.author.fl_str_mv Oliveira, Osmano Melo
Souza, Keidna Cristiane Oliveira
Paixão, Leandro Luiz da
dc.subject.por.fl_str_mv Matemática
prática de ensino
conhecimento
alunos
interdisciplinaridade
Mathematics
teaching practice
knowledge
students
interdisciplinarity
topic Matemática
prática de ensino
conhecimento
alunos
interdisciplinaridade
Mathematics
teaching practice
knowledge
students
interdisciplinarity
description This article discusses the teaching of Mathematics from an interdisciplinary approach. It aims at highlighting the dialogue between different areas of knowledge as a fundamental tool for teaching Mathematics. Methodologically speaking, it refers to an experience report about an 8th grade Mathematics class held during the supervised practicum that took place at Colégio Estadual Presidente Castelo Branco in Nazaré, TO. It is noteworthy that this work is an experience report that allows dialogue with other authors, from an interdisciplinary activity developed during the Supervised Internship, where activities were carried out such as: reading and interpreting texts, content presentation in a multimedia projector, content discussion, problem solving and activities. Thus, it promotes a reflection on the teaching of Mathematics in the final grades of Elementary School II, the stage in which failures occur, such as learning difficulties and the interpretation of contents, interfering with the acquisition of skills and competences specific to these ages. and grades, which makes it difficult to acquire new knowledge, causing aversion to the discipline. It was noticed that, when the teaching methodology prioritizes the elucidation of the issue in a political-social approach, valuing the students' prior knowledge and helping them with problems arising from difficulties in interpreting the text, for example, the result is satisfactory: students arrive at the answers and show interest in the subject.
publishDate 2021
dc.date.none.fl_str_mv 2021-09-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Artigo avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ifrs.edu.br/index.php/REMAT/article/view/4774
10.35819/remat2021v7i2id4774
url https://periodicos.ifrs.edu.br/index.php/REMAT/article/view/4774
identifier_str_mv 10.35819/remat2021v7i2id4774
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ifrs.edu.br/index.php/REMAT/article/view/4774/2990
dc.rights.driver.fl_str_mv Copyright (c) 2021 REMAT: Revista Eletrônica da Matemática
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 REMAT: Revista Eletrônica da Matemática
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul
publisher.none.fl_str_mv Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul
dc.source.none.fl_str_mv REMAT: Revista Eletrônica da Matemática; Vol. 7 No. 2 (2021); e2005
REMAT: Revista Eletrônica da Matemática; Vol. 7 Núm. 2 (2021); e2005
REMAT: Revista Eletrônica da Matemática; v. 7 n. 2 (2021); e2005
2447-2689
reponame:Remat (Bento Gonçalves)
instname:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)
instacron:IFRS
instname_str Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)
instacron_str IFRS
institution IFRS
reponame_str Remat (Bento Gonçalves)
collection Remat (Bento Gonçalves)
repository.name.fl_str_mv Remat (Bento Gonçalves) - Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)
repository.mail.fl_str_mv ||greice.andreis@caxias.ifrs.edu.br
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