A contribuição da educação matemática crítica, para o processo de ensino e aprendizagem baseada na resolução colaborativa de problemas

• Ano de defesa: 2023
• Autor(a) principal: Magalhães, Benedita Neire Almeida de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação matemática crítica; Resolução de problemas; Experimento didático; Anos iniciais; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Critical mathematics education; Problem solving; Didactic experiment; Early years
• Link de acesso: http://ri.ufmt.br/handle/1/6348

The research was carried out with the Postgraduate Program in Education (PPGE), from the Institute of Education at the Federal University of Mato Grosso (UFMT), in the research Line Education in Science and Mathematics. The research belongs to the field of Mathematics Education, where we seek to investigate the contributions of Critical Mathematics Education based on Collaborative Problem Solving, with 5th-grade students. From a methodological point of view, the research has a Qualitative approach and follows the cultural-historical perspective as a guideline for the investigation, based on Vygotsky’s ideas, since it is a facilitating approach for the understanding of phenomena from reality, having as its main focus Critical Mathematics Education, by means of a didactic experiment, developed with 20 5th-grade students, from the Modelo Santo Antônio State School, in Jaciara-MT. The research was carried out in two steps: a literature review, field research with the participation of students, and a didactic experiment, involving teacher and students, based on the didactic sequence teaching methodology, according to the themes: “The vaccination of children against Covid-19”, “Burning in the Pantanal” and the “Use of domestic Plastic”. The Students’ search for information about the proposed themes took place on the internet. We started with a round of conversations with the presentation of the respective themes so that the students made their considerations and questions about the themes. Afterward, there was the application of Collaborative Mathematical Problem Solving, resolved in groups. The analysis of the data produced through this research reveals that the students in the classroom in question experienced teaching and learning from the perspective of Critical Mathematics Education, and Collaborative Mathematical Problem Solving, in 2022, and that, in their majority, they had not experienced mathematics activities with school research of everyday topics and group work. The results point to the contribution of working with 5th-grade students taking into account the critical learning from the Critical Mathematics Education approach, with Collaborative Problem Solving as the starting point. During the development of the sequences, we noticed the contribution to the improvement of several skills, namely: stimulus to critical thinking that contributes to group debate and discussion; an active and cooperative student with their pairs; oral communication skills; improved student learning; and student participation in learning challenges in the proposed classroom activities, as well as in research. Therefore, it is necessary to re-signify and demystify the teaching of mathematics in the early years, to promote the ways of thinking and being of students and teachers concerning the teaching and learning of mathematics in a meaningful way.