Metodologia ativa: o ensino-aprendizagem de sequências numéricas no Ensino Médio

• Ano de defesa: 2021
• Autor(a) principal: Silva, Gustavo Bueno
• Orientador(a): Oliveira, Paulo César
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus Sorocaba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências Exatas - PPGECE
• Palavras-chave em Português: Ensino Médio; Sequências numéricas; Metodologia ativa; Sala de aula invertida
• Palavras-chave em Inglês: High School; Numerical sequences; Active methodology; Flipped classroom
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::MATEMATICA; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/15071

Debating different ways of teaching has been important in recent years, especially with the new high school. Turn the environment school more attractive, near to your daily life is a subject of study of active methodologies. In this research, we created a historical line, from the middle twentieth century to the present time, where hybrid teaching is discussed. We search to show that small movements, gradually taking the teacher from the center of attention to the students, can make them more interested, given the contextualization of problems in the environment in which they live. We focus on study about Arithmetic Progression and Geometric Progression for the use of the flipped classroom, with 1st year high school students from a private school, located in the city of Sorocaba-SP. For the application of the flipped classroom, videos by myself and by teachers from the education system to which the school belonged were used. With the Covid-19 pandemic, changes were made to the activities to be applied, causing changes in discussions and in the quantity of activities delivered. Using information from students who made the activities, we will be able to insert active methods in schools, gradually and discussed with the teachers, management team, family and students. As an expected result, the teacher-researcher through strengths and improvement of this methodology, as well as implications for student learning.