ANALYSIS OF THE MAIN ACTIVE METHODOLOGIES USED IN MATHEMATICS TEACHING IN BASIC EDUCATION: A BIBLIOGRAPHIC STUDY

• Autor(a) principal: Lima, Pedro Henrique de
• Data de Publicação: 2021
• Outros Autores: Cabral, Lêda Ferreira, Silvano, Antonio Marcos da Costa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12530
• topic: Educação; Conhecimento Matemático; Autonomia; Aprendizagem colaborativa; Protagonismo; Educación; Conocimiento matemático; Autonomía; Aprendizaje colaborativo; Protagonismo; Education; Mathematical Knowledge; Autonomy; Collaborative learning; Protagonism

This research aims to analyze the scientific production within the database of Academic Google, Portal Oasis and Scielo on the use of active methodologies by teachers in teaching mathematics, and how these actions can significantly interfere with student learning. The present study consists of a bibliographical research, of an applied nature, with an exploratory and qualitative approach. The period of time defined for choosing the published works was from 2015 to 2020 for the constitution of the research. The question used for this research was: What are the main active methodologies that the scientific literature points out in the teaching of mathematics? After searching, selecting, extracting, synthesizing, reading and listing various bibliographic materials, 150 works related to the subject were found in the databases, from which seven works that were directly related to the objective of this study were selected. Data analysis allowed us to infer that active methodologies in mathematics teaching are possible paths for education that consolidates the use of active tools that favor the student as the main agent of this learning.