CRIATIVIDADE NO ENSINO DE MATEMÁTICA: um estudo sobre as estratégias metodológicas no ensino médio

Abstract

This paper addresses Creativity in Mathematics teaching. Analyses of creative teaching methodologies used by Mathematics teachers demonstrate their influence on the learning process. From this perspective, the following question arose: How can creative methodological strategies used by Mathematics teachers influence students' learning process? The theoretical framework is based on Sternenberg and Lubart (1991-2007), Gontijo (2007), Ana Ignez (2024), and Jo Boaler (2018). Seeking a dynamic connection between creativity, teaching methodologies, and mathematics, this proposal used the methodological basis of field research with a qualitative approach, through the application of a semi-structured questionnaire and non-participatory classroom observations with two teachers from the state and federal school systems in Piripiri, Piauí. The study also assessed the teachers' perceptions of the proposed topic and observed their interactions with each other in the classroom. Based on the data obtained, gaps in initial training that impact student learning were identified, as well as difficulties in incorporating creativity into mathematics classes. Fragments were also observed regarding the organization of curricula and the provision of continuing education for teachers. Mathematical learning can be influenced by creative strategies such as interdisciplinary projects, flexible curricula, diversified assessments, and pedagogical practices that enable students to understand their learning process. Therefore, we believe that restructuring teaching is necessary.