Metodologias instigantes no ensino da matemática: a importância do professor inspirador e sua habilidade para estimular o interesse pela aprendizagem da matemática

Abstract

Mathematics is related to several areas of knowledge, such as engineering, nature sciences, and social sciences. The meaningful learning of mathematical concepts takes the students to critically read the world and analyze statistical possibilities in order to solve everyday problems. The work focuses on identifying the self-criticism of the teaching practice of mathematics teachers, who teach at the state college located at Cantagalo - PR. A structured questionnaire was devised and applied to teachers in order to identify the methodologies and activities developed in mathematics teaching, as well as the level of knowledge about active teaching-learning methodologies. The results indicate that teachers are aware of the importance of their influencer role in the teaching and learning process and have certain theoretical knowledge regarding active methodologies, although they make little use of them in their methodological practices. In order to contribute to the continuing education for mathematics teachers, a plan and class dynamics were developed, about the four operations in different units of measurement, based on the mediated class experience and the classroom flipped methodology.