O ensino de matemática e o processo de construção da autonomia do aluno através das metodologias ativas e híbridas

Abstract

This research, proposes the use of methodological combinations of Hybrid Teaching with the rotation model from the organization of didactic sequences and the use of innovative and alternate environments. The subjects of the research were students from the ninth grade of Elementary School and the third year of High School from a private school, located in Curitibanos, SC. The qualitative research tried to identify aspects related to the development of student’s autonomy through the personalization of Mathematics teaching that could lead, above all, to the motivation and enhancement of students learning associated to the development of their skills and abilities during this process. Data were collected through several instruments, such as activities performed by respondents, written evaluations, photos, reports with testimonials from the respondents and observations made by the researcher through the field journal. The process of analysis of the collected data took place in the discursive textual form. The investigation concluded that, during the application of the didactic sequences, the process of developing student’s autonomy was evidenced, it was facilitated by the use of pedagogical resources which favors the proactivity, collaboration and flexibility of the study of objects aiming the knowledge approached, this is, Plain and Analytical Geometry.