Práticas pedagógicas no ensino da matemática: utilizando material concreto no ensino fundamenta

Abstract

The present research had as general objective to discuss pedagogical practices in the mathematics classes in Elementary School. For this, we adopted some theorists guiding the research, such as: Farias, Azeredo, Rêgo (2016); Moretti (2015); Verdum (2013); Ribeiro (2013), as well as the current laws governing Brazilian education: Federal Constitution (Brazil, 1998); National Curricular Parameters of Mathematics (Brazil, 1997). The research qualitative type research-action, with respect to the objectives, field diary and didactic sequence. This was developed at the Epitacio Pessoa State School of Elementary Education, located in the municipality of João Pessoa, Paraíba, in the period of April this year. The subjects were twenty-nine students of the second year of elementary school for five school days. For this, a diagnostic activity was adopted to verify the previous knowledge of the children of the class, being applied on the third day off observation. This activity was elaborated based on the geometry axis, being composed by graphical representation of the path that the students make from the classroom to the school canteen. After this event was applied a didactic sequence. Finally, a final verification activity of the class textbook was carried out. As a result, public education uses very little concrete material in mathematics classes, since educators need continuous training that discusses new methodological teaching practices not only in the mathematics discipline, but in any discipline which will favor students understanding with respect to the basic concepts of this discipline.