Um mapeamento sobre contextualização matemática na visão de um grupo de professores do município de São Vicente Férrer-PE

Abstract

The general objective of this research was to map the conceptions of mathematics teachers in the municipality of São Vicente Férrer-PE, with regard to the concept of contextualization. We use as references some ideas of the authors Vygotsky (1984), D'Ambrosio (2009b), Machado (2005), Mattos (2020). Being a qualitative research work, a study was produced on some mathematics teaching methodologies, then a structured interview was carried out with a group of nine Mathematics teachers from elementary school to the final years of the municipality of São Vicente Ferrer-PE and finally an analysis of the interviews was carried out based on the theoretical framework. For the teachers interviewed, contextualization is the connection of the content experienced with the students' daily lives, in which the use of contextualization in the classroom facilitates the understanding of mathematical concepts, but there are difficulties in applying it as a teaching tool, mainly in abstract contents with difficult application to everyday situations.