Ressignificando o ensino da matemática: um estudo sobre a implementação do laboratório didático em uma escola pública no município de Santa Rita

• Ano de defesa: 2025
• Autor(a) principal: Nascimento, Carla Cristina Rodrigues do
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Ensino da matemática; Laboratório didático de matemática; Ludicidade; Mathematics teaching; Playfulness; Didactic laboratory; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/37186

The research developed addresses a set of issues that directly impact the teaching of mathematics in public schools, especially in contexts of social vulnerability, such as the municipality of Santa Rita/PB. Among the main problems identified is the low performance of students in mathematics, confirmed by national and international assessment data, such as SAEB and PISA, which show that a large portion of Brazilian students face significant difficulties in this area, with even more alarming rates in schools in the Northeast region. In light of these issues, the following question arises: How can the implementation of a Mathematics Didactic Laboratory, combining theory and practice through playful activities and manipulative materials, such as games, impact the learning of students from 6th to 9th grade in a municipal public school in Santa Rita/PB, based on their own perception? The research adopts a qualitative approach, exploratory and descriptive in nature, and is organized into three methodological stages: diagnostic (interviews with teachers), intervention (execution of playful pedagogical activities and construction of the interactive space), and analysis (students’ perceptions). Although the main focus of this research was the creation of a didactic laboratory, due to structural limitations of the school, it was not possible to implement a fully equipped laboratory. Instead, an interactive space was adapted to serve as a learning environment. The results show that playful activities and educational games contributed to reshaping students’ perceptions of mathematics, stimulating greater interest, participation, and performance. It is concluded that the creation of an interactive space, combined with playful methodologies, can promote more attractive, contextualized, and effective mathematics teaching, especially in contexts of educational vulnerability.