Evidências do uso de tendências metodológica no ensino de matemática em potenciação e radiciação: uma revisão literária

Abstract

The teaching of Exponentiation and Radication in Basic Education has been marked by conceptual and operational difficulties that negatively affect the learning of more advanced mathematical contents. In this context, this study aimed to investigate the evidence of the use of methodological trends in the teaching of these topics, identifying their potentialities and challenges based on recent academic literature. The research is characterized as descriptive and exploratory, grounded in a systematic literature review. Data were collected through the selection of articles published in the last five years, retrieved from academic databases such as CAPES, Google Scholar, and journals in the field of Mathematics Education, following previously established inclusion and exclusion criteria. The analysis was conducted qualitatively, through critical reading and categorization of the results. The findings indicate that the main methodological trends applied to the teaching of Exponentiation and Radication are the use of mathematical games and problem solving, which contribute to increased student engagement, active learning, conceptual understanding, and the development of logical reasoning. However, challenges were also identified, including the need for greater teacher planning, students’ initial difficulties in adapting to active methodologies, and the scarcity of studies that relate these contents to other trends, such as Ethnomathematics, History of Mathematics, Mathematical Modeling, and Information and Communication Technologies. It is concluded that the adoption of methodological trends in the teaching of Exponentiation and Radication is essential to make the teaching-learning process more meaningful, dynamic, and effective, highlighting the need to expand research and pedagogical practices in this area.