Estratégias metodológicas no ensino de trigonometria no ensino médio

Abstract

Math is a subject in which students have always had complications in learning, due to numerous aspects, among which the methodologies applied by teachers stand out, since they often present concepts dissociated from practice. Trigonometry, in particular, is a topic that requires application of its concepts for a more meaningful learning, as, since its emergence, it has a practical nature. Consequently, it is interesting that the methodologies used in teaching this content are aligned with this idea of surpassing traditional teaching, targeting a more meaningful learning. Therefore, this work pursued to analyze the methodological strategies used in teaching trigonometry in high school, according to articles published in the last eight years, in order to identify how they contribute to student learning. To achieve this, an integrative literature analysis was carried out, whose search took place in the CAPES Periodical Portal and in Scielo, with a time cut from 2013 to 2021. In the end, six articles were selected, whose analysis indicated that teachers have been following this perspective of renewal in methodological strategies in the teaching of trigonometry, as foreseen by the BNCC and scholars on this topic, and that the use of active methodologies in teaching this curricular component in high school contributed to better student learning, meeting the expectations of researchers.