UM PANORAMA DAS PESQUISAS BRASILEIRAS (2004 A 2019) ENVOLVENDO METODOLOGIAS ATIVAS NO ENSINO DE MATEMÁTICA

Abstract

This article aims to present an overview of the research work developed in academic Master's, Professional Master's and Doctorates on the use of Active Methodologies in Mathematics teaching and learning processes. Bearing this purpose in mind, we assumed the mapping perspective and considered the research made available by the CAPES Dissertations and Theses Bank, using the descriptor "Active Methodologies" and as filter Academic Master, Professional Master and Doctorate. Taking into account these criteria, 516 items were identified addressing Active Methodologies. When segmented by area, it was found that only 23 of them (4.45%) reflected on the use of these methodologies in mathematics classes. The analyzed data indicate the use of the following strategies in the list of Active Methodologies: Inverted Classroom, Problem-Based Learning, Team-Based Learning, Gamification, Learning Laboratory, Problem Solving, Fedathi Sequence, Peer Instruction, use of Digital Information Technologies, Hybrid Teaching and Project-Based Learning, as well as a plurality of strategies, targeted public, mathematical concepts and analyzes involved in the implementation of Active Methodologies.