Vida cotidiana e aprendizagem de Matemática: Reflexões sobre a relação entre conceitos espontâneos e científicos

Abstract

The main objective of this work is to investigate the influence of everyday learning on mathematics, considering the numerous questions students have about the reasons for studying such content. To do so, part of the following question: Do students appropriate scientific concepts when we use everyday in the classroom? When studying the theme based on Audino (2006), Dias (2008), Aparecida (2008) and D'Ambrosio (1996), a positive contribution of everyday life in Mathematics classes is evident. In order to reach the general objective, it was necessary to study, initially, the concept of quotidian, from Historical- Cultural Psychology, by Vygotsky and his collaborators, which addresses, among other aspects, the relationship between spontaneous and scientific concepts. The research data were obtained through semi-structured interviews with teachers of a public school in the state of Paraíba, in order to verify how they understood the concept of everyday life and how this could influence their practice in the classroom. In addition, a didactic sequence was applied, using the steps of Historical-Critical Pedagogy, to analyze the contributions of such an approach to the teaching and learning of Mathematics. The results show that one of the major contributions of studying Mathematics in the everyday perspective is the possibility of motivating students about the introduction of content. Regarding the learning of scientific concepts, it was possible to observe that, although the research points to the importance of relating students' daily routines in Mathematics classes, this relationship in school practice often does not translate effectively into the appropriation of scientific concepts. Thus, it is concluded that the mathematics teacher whose commitment is, among other aspects, the construction of scientific concepts, needs to be aware of the importance of systematic planning of teaching.