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Educação matemática: construindo performances matemático-musicais
(Universidade Federal do Pará, 2017-10-11) OLIVEIRA, Relinaldo Pinho de; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437
The work described here reports a qualitative research that was motivated from the observations made in the development of my teaching practice in mathematics, when I could observe that one of the factors of demotivation in mathematics classes is the methodological form the class is conducted, most of the teachers use what ALRO & SKOVSMOSE, 2010 call the "sandwich" pattern: first the teacher presents the content of the day, then the students do exercises, finally the teacher corrects the exercises, which usually bring questions with a single answer. Therefore, our proposal aimed to develop and evaluate an alternative teaching methodology using the elaboration and production of mathematical musical performances (PMMs) for the teaching of Mathematics in an attempt to contribute to the learning of students, especially the Elementary School (6th to 9 years). To do so, we conducted a case study in a private school in Belém - Pará, with 35 students from the 9th grade. In the didactic - methodological proposal I used as a resource the construction of PMMs in order to contribute to the learning of contents: potentiation and equation of the 1st and 2nd degree. We base the research on the propositions of Gadanidis and Borba (2008) on Digital Mathematical Performances, as well as the Multiple Intelligences theory suggested by Gardner (1995). The research took place in two moments: presentation of the contents and the construction of the PMMs using songs of their choice that dealt in the lyrics the contents worked in the classroom. From the results we understand that the students prefer the Mathematics class in the content exhibition and that the construction work of the PMMs left the class more dynamic, interactive and stimulating, that the students do not present difficulties in adapting to ruptures of the conventional methods and that the construction of PMMs promotes improvements in the learning of the contents potentiation and equation.