Metodologias ativas aplicadas ao ensino de matemática: o STEAM como ferramenta pedagógica nas aulas de matemática

Abstract

Active methodologies when combined with STEAM Education can provide opportunities to prepare students to face the challenges of the future as they take on the protagonist role in their learning, however, teachers need to use teaching strategies that encourage active participation, in the context of transformation that took place in recent years, impacted the profile of students, diverting their interests within the school, since they are completely immersed in the digital world and traditional practices of teaching math in education basic education did not reach the educational objectives, therefore, we sought understand “How the active methodologies – with a STEAM approach – can be used as important pedagogical tools in math classes?” The problematizing question was guided by the general objective, researching how active methodologies, with an approach to STEAM, can be applied in math teaching taking into account the stipulated guidelines by BNCC. The proposed objective was detailed in smaller actions, such as: carrying out bibliographical research on active methodologies, focusing on STEAM education - its characteristics, principles and applications in the school context. identify at BNCC guidelines that stipulate condition and encourage the use of active methodologies in the teaching of math. Examine educational practices, with emphasis on robotic tournaments from FIRST, who applied STEAM as enhancers in teaching science and math, in addition to developing three didactic sequences with objects of knowledge described in BNCC, which has as background the use of STEAM education. In the effort of proving the effectiveness of active methodologies mediated by STEAM alternatives, a didactic sequence was applied with a first year of high school in a private school in São Luís. To collect research data, two questionnaires were administered, one to students from the research field school that has participated in robotics tournaments, and other for students who participated in the application of the didactic sequence, the researched data suggests that technology-mediated teaching can offer attractives and awaken young people to more meaningful learning, as teachers need to be trained to meet society's criteria.