Estratégias metodológicas no ensino de matemática na educação básica: uma revisão integrativa

Abstract

The teaching of all subjects needs constant updates in order to keep up with contextual changes. These updates must also be carried out in mathematics teaching. Therefore, this study aimed to investigate which methodological strategies predominate in mathematics teaching on basic education, according to Brazilian dissertations developed in the last five years, based on an integrative literature review, whose search was carried out in the databases of Brazilian journals, Google Academic, CAPES and BDTD. At the end of the search, only nine dissertations were selected for the development of this integrative review. Among the analyzed dissertations, games stood out as the most used teaching resource, being identified in four dissertations. Then, the use of ICT emerged in two surveys. In the remaining three, it was found in the first one the use of Project Methodology, in the second one, the History of Mathematics and, at last, Manipulable Materials. The results reinforce what scholars on this subject and the National Curriculum Parameters and BNCC(Common Core) already advocate about traditional teaching not meeting the individual needs of each student, pointing to the need for qualification of teachers, with regard to their teaching methodologies, in order to contribute to the development of the student's autonomy.