Relação interdisciplinar em química e matemática e suas atribuições

Abstract

This research presents an observation on the interdisciplinary between chemistry and mathematics in schools located in rural communities of Nova Laranjeiras and Laranjeiras do Sul/Paraná, for a new contribution to new perspectives in teaching and learning. A sample analysis was performed, with observations on the profile of students and schools, and thus, a questionnaire on such subjects was applied to students in the first year of high school in rural schools. The aim was to analyze, in the student's view, the relationship of the student with the chemistry and mathematics disciplines. Through the answers, it was observed that the students do not understand that one discipline directly implies another, when it comes to calculations and formulas, identifying here the main difficulties presented in that series. Since when it comes to mathematical equations applied in scientific concepts, it makes understanding even more challenging for the student. Based on the literature, possible contributions that interdisciplinary tend to provide for improvement in teaching and learning were pointed out. Some authors consider interdisciplinary as a proposal that jointly articulates the subjects in their respective contents, either by teachers of each subject, or even by teachers trained by area of knowledge as in the course Interdisciplinary in Field Education Degree. Chaining the two disciplines, in order to be worked and understood in this teaching perspective.