Uso de metodologias ativas no ensino da matemática: uma revisão bibliográfica

Abstract

The article in question proposes a systematic approach to implementing active methodologies as facilitating tools in the mathematics learning process. This approach is a response to the difficulties faced by students when subjected to the traditional teaching approach. Traditional teaching methodology often involves the passive transmission of information by teachers, which can result in superficial and disinterested understanding on the part of students. Active methodologies, on the other hand, seek to reverse this dynamic, promoting active participation and student involvement in the learning process itself. The difficulties encountered by students in mathematics can be mitigated through the implementation of active methodologies. These methodologies may include strategies such as Problem-Based Learning, Cooperative Learning, Project-Based Learning, among other dynamic approaches that encourage exploration, discovery and practical application of mathematical concepts. Active methodologies are pedagogical approaches that emphasize the active involvement of students in the learning process, promoting the active construction of knowledge and the development of skills beyond the mere transmission of information. In teaching mathematics, active methodologies can be effective in engaging students, making concepts more concrete and applicable, in addition to stimulating critical thinking and problem solving. In this theoretical essay, we will explore active methodologies and teaching methodologies, seeking to synthesize the thoughts of some authors on this topic that is so relevant to education. Active methodologies have increasingly gained space in the educational scenario, as they provide a more dynamic and participatory learning environment. Unlike traditional approaches, which are mainly based on the transmission of knowledge by the teacher, active methodologies encourage students to be protagonists of their own learning.