O Ensino da Matemática na Educação Básica: Aplicação de uma sequência didática sobre Matemática Financeira

Abstract

The planning and application of the class by the teacher is essential for improving the teaching-learning process of mathematics. The objective of this work is to present an unprecedented lesson plan, aimed at teaching mathematics in the final years of Elementary School, addressing its planning and execution by the author teacher. The elaboration of the plan was based on the premises of the Common National Curricular Base and was a double activity considering the critical teaching of mathematics and having tables as the object of study. The proposal was to create an environment in the classroom where students could develop mathematical skills and at the same time reflect on the practical application of this knowledge. The application of the class was carried out in a municipal school unit in Vitória do Mearim/MA through an activity related to Financial Mathematics. Students were challenged to analyze their own consumption habits and, based on this information, create a table that represented their monthly expenses. It was evident that the application of the class contributed to increase the participation of students who committed themselves to carrying out the activity and to the subsequent discussion. Students were actively involved in filling in the tables and analyzing the results. It was possible to observe a greater interest of students in the discipline of mathematics, since they realized the importance of mathematical knowledge in solving practical problems of everyday life. In addition, the work also sought to answer the question: "What is the impact of knowledge of financial mathematics in solving a practical problem?". Through the proposed activity, students were able to understand how mathematical concepts can be applied in the financial context and how this influences their decisions and choices in managing their personal finances. It is concluded, therefore, that planning considering different approaches and the reality in which the student is inserted is fundamental to maximize the students' performance in the mathematics learning process. By bringing concrete and relevant situations to the classroom, it is possible to awaken their interest and engagement, thus facilitating the assimilation of mathematical content and its practical application in everyday life.