DIFFERENT METHODOLOGIES OF TEACHING MATHEMATICS: EXPECTATION X EFFECTIVE EXPERIENCE

Abstract

This study had as main goal to analyze the Expectations and Effective Experiences about the teaching and learning process and the different teaching methodologies used in the pedagogical practices of the Mathematics area, based on the results of an Online Assessment, answered by 87 students, participants of the research, of the High School of Young and Adult Education (EJA) of the distance modality of the SESI School (Social Service of Industry) in Itapetinga-BA. A quantitative and intervention-type study, where we used the results of the Evaluation Surveys (Expectations and Effective Experiences), which were answered by the students before starting and finishing the Mathematics area. The "fears" demonstrated in the initial research result were reasons for the development of differentiated, autonomous and interactive teaching practices that had no familiarity with traditional teaching methods. Therefore, the planning was based on Problem Solving, Raciovitalism, Ethnomathematics and Mathematical Modeling, teaching methodologies, in which one of the common points is to prioritize the student's previous knowledge and relate to the mathematical contents of the school. The mediation took place in a way that corresponded to the efficacy presented by the tendencies, in which both the intellect and the emotions of the students were awakened. Given the importance of reason and emotion to walk together in a didactic, because it establishes strong bonds in the process of teaching and learning. Finally, we obtained excellent results regarding the overcoming of fears and the mathematical learning of the students, in which they were evident in the results demonstrated in the Evaluation Survey.