A aprendizagem de matemática por meio de situações do cotidiano dos alunos no 7º ano em Uruçuí-PI

Abstract

Mathematics plays a fundamental role in the development of logical reasoning, critical thinking, and problem-solving skills. However, persistent learning difficulties in this subject are often associated with the decontextualized presentation of mathematical content. In this context, the present study aimed to analyze the influence of contextualized problem-solving situations related to students' daily lives on the teaching and learning process of Mathematics among seventh-grade students at Unidad Escolar Lourdes Cury, located in the municipality of Uruçuí, Piauí, Brazil. This research was characterized as a descriptive and exploratory field study, adopting a mixed-methods approach that integrated qualitative and quantitative procedures. Data was collected through diagnostic and evaluative questionnaires administered before and after the pedagogical intervention. The proposed activities included contextualized mathematical problems based on situations familiar to the students, as well as mathematical games and collaborative learning strategies. The results indicated increased student engagement in Mathematics classes, improved understanding of mathematical concepts, and greater confidence in problem-solving activities. Furthermore, all participants reported that contextualized activities facilitated their learning process and expressed interest in the continued use of this teaching approach. It is concluded that the use of contextualized problem-solving situations represents an ffective pedagogical strategy for promoting meaningful learning in Mathematics. By connecting mathematical content to students' everyday experiences, this approach enhances participation, conceptual understanding, and the overall quality of the teaching-learning process