TRABALHANDO COM PORCENTAGEM A PARTIR DE UMA SEQUÊNCIA DIDÁTICA ESTRUTURADA NA PERSPECTIVA DAS METODOLOGIAS ATIVAS

Abstract

Mathematics is an important science present in our daily lives; however, the way it is taught as a school subject in most schools, in many cases, may not be well learned by students because some of them end up establishing relationships of fear and insecurity towards it.  Among the possible reasons to explain this fact, we can point out the way the teaching of mathematics occurs in most elementary schools. It is based on ready-made answers and formulas considered extremely important and has been developed for many years in most Brazilian schools while practice and actions aiming at developing students’ curiosity and seeking to find answers from situations they experience are not very explored. Based on this problem, we understand it is important to rethink and propose activities that provide the students meaningful and active learning. Thus, this work presents the report of an experience that had as a general objective to understand how the teaching and learning proposals using active methodologies as tools contribute to make the elementary mathematics teaching learning process a more dynamic and significant one. As for the methodological perspective, the study was based on a qualitative approach associating the experience report, which developed a didactic sequence to work the percentage content from five activities. The results show the activities provided moments of research, discussions, stimulated the exploration of ideas and hypotheses and the search for answers. In general, they contributed to the percentage concepts teaching learning process making it more interesting and dynamic.