Ensino de matemática no fundamental II: como o cotidiano pode enriquecer a aprendizagem

Abstract

This work investigates how the use of everyday situations can enrich Mathematics teaching in the final years of Elementary School, making it more meaningful and contributing to the formation of critical and conscious citizens. The research is based on the assumption that mathematical learning, when contextualized, favors the understanding of content and encourages practical application in students' daily lives. With a mixed approach (quantitative and qualitative), questionnaires were applied to students and teachers at a school in the municipal education network, in Uruçuí-PI, seeking to identify perceptions about the presence of Mathematics in everyday life and its implications for learning. The results indicate that, although the majority recognizes the importance of Mathematics in everyday life, there is a gap between the teachers' pedagogical intention and the students' perception regarding the contextualization of content. The research reinforces the relevance of pedagogical practices that are more connected to the students' reality, valuing mathematical literacy, ethnomathematics and active methodologies as paths to a more critical, participatory and transformative education