Metodologias De Ensino De Matemática Com Filmes: Percepção Dos Professores De Matemática

Abstract

The present study aimed to investigate the possibilities of using films as a teaching strategy in the process of teaching and learning mathematics. It was assumed that films make the classes more dynamic, and encourages students to learn in a more pleasant way in order to analyze the contributions of Mathematical Films as a methodological strategy in elementary school systematized the research that gave rise to this discussion from the questioning: What are the contributions of Mathematical Films as a methodological strategy in elementary school, considering the perception of mathematics teachers? The research sought theoretical and methodological support in the mapping and analysis of dissertations, theses, articles and monographs from a bibliographic investigation and a field research of qualitative descriptive approach, with the application of a questionnaire by Google form, counting as a contributor mathematics teachers from the city of Pedro II crowded in schools in the urban area. The data indicate that teaching methodologies with films are possibilities for teaching and learning in an active and dynamic way in mathematics classes, but there is still resistance from some teachers to use this type of methodology. The methodological strategies with Mathematical films used by the researched teachers are restricted to film and oral discussions or through script studies. This evidence in the speech of employees strengthens the idea of the need for training practices and encouraging active methodologies in the context of teaching-learning mathematics.