Leitura, interpretação de texto e a Matemática: Projeto Borboleta e as implicações no ensino e aprendizagem de Matemática

Abstract

In view of the recurring studies and discussions regarding the teaching of Mathematics and taking into account the interdisciplinarity of teaching and the influence that good reading and interpretation of text has on learning other areas, this article aims to analyze the implications of the Butterfly Project in improving of reading rates, text interpretation and Mathematics of students in the final years of Elementary School in two municipal schools in São Raimundo Nonato-PI. For theoretical basis, authors such as Bamberger (2000), Nacarato (2015), Polya (1998), Dante (1998), Freire (2009) were used, in addition to documents such as Ordinances and Reports. The qualitativequantitative methodology used, of the case study type, had as its instrument the questionnaire applied to teachers working in the project. The results obtained highlighted the project's significant contribution to improving reading, interpretation and Mathematics teaching rates and, with this, encouraging the development of educational projects based on interdisciplinarity. The conclusions drawn from this research consolidate the understanding acquired throughout this study, which emphasizes the need to integrate reading strategies into mathematics classes, contributing to students' good performance. Therefore, the study, in addition to contributing to the need for the intersection between reading and mathematics teaching, provided practical strategies that enable the promotion of effective education.