Contextualização do ensino de matemática com ciências através da aprendizagem baseada em problemas

Abstract

The changes in society, the advancement of digital technologies and the search for improvements in teaching and learning require a teacher who reviews his practices and seeks constant updating in order to obtain better results and provides classes that are appropriate for the current moment with the active participation of students, establishing meaning and allowing meaningful learning. In this perspective, teaching methodologies have an important contribution, being fundamental for the success of teaching and learning. Given this scenario, the so-called Active Methodologies gain prominence for providing a new learning model, centered on the student, aiming at building knowledge and favoring creativity and autonomy. This research work proposed the application of an active methodology called Problem-Based Learning (PBL) in an eighth grade elementary school class at a state public school in the Mathematics curricular component involving fifteen students and the teacherresearcher, component conductor. The PBL has as its principle group work in the search for solving a contextualized problem-situation, where students are challenged in the building of knowledge with the guidance of the teacher. Problem situations were elaborated, contextualized with the Science curricular component, and two interventions were carried out using the PBL assumptions, adapting the planning to the year studied by the students. As instruments for data collection, participant observation and productions from the students were used. As a result, it was noticeable that there was a greater participation of the students in comparison with the lectures, the group work provided opportunities for collaboration and socialization between its components and the use of the internet in the search for new knowledge, despite demanding the constant direction of the teacher, proved to be a motivational and effective factor in Mathematics classes with the methodology, favoring the teaching and learning of the curricular component.