A utilização de materiais concretos como estratégia de ensino do princípio fundamental da contagem no 8° ano

Abstract

The teaching of mathematics in schools currently happens mainly through the traditional method, and it is known that mathematics is a subject feared and even hated by many. It is assumed that the use of active methodologies could improve this situation, making the classes more dynamic. In this work, we sought to analyze the challenges of the teaching and learning process of mathematics in a class at the José Basson School Unit and to propose an intervention action through the use of concrete materials and contextualized practices. When visiting the school, it was decided to work in the 8th grade class “B” in the afternoon shift. The subject worked on in the class was the Fundamental Principle of Counting. After getting the information from the class and how the classes were taking place, the materials to be used were planned and produced. Paper dice were built, and a game of dress up a doll. The game was intended to show students ways to combine the pieces of clothing available and count the possible combinations, understanding in a practical way the concept of counting. The data, on the other hand, would serve to answer questions involving the release of data. The pieces facilitate the visualization of the results. Questionnaires were applied before and after the intervention, to measure the students' performance and compare the results. Before the intervention, the class had a very low performance in the content, and had many difficulties. After the application, the students' performance improved a lot, proving the effectiveness of the proposed and used methodology