Aprendendo através do princípio fundamental da contagem em situações do cotidiano

Abstract

The present work presents an experience report referring to an innovative teaching practices, based on a “Maker” learning, which explores the “Fundamental Principle of Counting” with the third grade students from Professor Tolentino Maia State School, located in Viamão- RS. The objective of this activity is to show that it is possible to reframe the content under study, based on its practical and interdisciplinary nature, proposing situations of interaction and cooperation among students and enabling their reflective action and autonomy. The choice of active methodology Learning Maker stems from its characteristic of valuing experimentation, sharing and learning in a spiral, so that the student reaches higher levels of understanding of the subject. In order to achieve the objective, a didactic sequence is planned that includes methods and activities that allow the student to become a protagonist in their learning process, that is, being active and aware of their choices, in the sense of knowing and applying the contents, based on their own intuition and understanding. Regard to mathematical content, planning priorizes the development of critical thinking and establishment of relationships between elements and concepts involved. The results indicate that the students integrated their reality’s to the worked contents and, thus, experienced the theory in a practical way, when applying the principle of counting, when performing combinations of elements of sets.