Estratégias metodológicas no ensino das quatro operações básicas: uma revisão integrativa

Abstract

The teaching of mathematics, as well as that of all disciplines, needs constant updates in order to meet the demands arising from contextual changes. Therefore, this study aimed to investigate which methodological strategies predominate in teaching the four basic operations of mathematics in basic education, according to Brazilian dissertations and articles developed in the last ten years, based on an integrative review. The search for these works took place in the journals Google Academic and the Brazilian Digital Library of Theses and Dissertations (BDTD). At the end of the search, only four dissertations and two articles were selected for the development of this research. Among the analyzed dissertations and articles, the concrete materials stood out as the most used teaching resource, being identified in three dissertations. Then, the use of software emerged in two surveys. In the last one, the use of digital games was verified. Researches show that the use of these resources subsidizes teachers in teaching the basic operations of mathematics, making the student a protagonist in the teaching-learning process and, therefore, promoting the development of new skills. These results are in line with the recommendations of the PCNs and the BNCC, which emphasize the need for qualification of teachers, with regard to the use of teaching methodologies that contribute to the development of student autonomy, meeting the individual needs of each one, which traditional practice alone cannot promote.