Trabalhando com porcentagem no ensino médio: uma experiência contextualizada e realizada em sala de aula.

• Autor(a) principal: Santos, Cláudio Kubitschek Silva
• Data de Publicação: 2016
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/43806
• topic: Matemática financeira, Experiência em sala de aula, Porcentagem, cotidiano, contextualização, ensino-aprendizagem.

Mathematics is an exact science that is included in the curriculum of schools. It is taken as the basis for other science and accompanies man in his historical, social and cultural development, bringing significant results. The percentage is a mathematics content that is present in many aspects of our lives, but mainly in the financial market which is widely used in shops to express values discounts, deals and interest rates. Students generally do not dominate the percentage of content, we can say that is the lack of teaching methods that can stimulate and motivate, therefore, the teacher uses for your class only means frame and textbook. The lack of contextualization of the content with the lives of students creates a barrier between science and everyday life, and the students do not know for what reason or where they will use the knowledge learned by them in the classroom. The experience in the classroom brings the student to the junction of theory and practice, as seen in the activity theory prove everything they learned bringing a stimulus to deal with content motivating them to continue learning. The proposal is to carry out a practical and contextualized experience with the students of the 2ª High school series leading them to commercial establishments to research prices for household goods and to calculate the percentage difference of products sold at price of the spot and forward in 10 installments. Next will be proposed class a fictitious sale of household appliances, the same respondents. They will have to convince the room to sell their products, the aim of this experiment is to learn about percentage and its use on a daily basis, calculate the percentage difference of products sold to the spot and forward, encourage and awaken in students communication skills, leadership and quick thinking. The group conducted the experiment and calculated the percentage difference in prices. The experience not only provided the learning with percentage calculations, but also with financial math concepts, and also encouraged and motivated learning. Clearly, the math teacher must always seek new teaching methodologies that provide a more contextualized and effective learning.