Metodologias ativas e tecnologias digitais móveis: caminhos para potencializar a aprendizagem de área e perímetro

Abstract

Despite its importance, Mathematics has still been presented as a subject feared by students, being responsible for a large part of truancy. Associate with this, amidst the advancement of Digital Technologies, such as smartphones, which have become popular in different section of society, the majority of schools, still prohibit their use in the classroom. Thinking about that, this research aimed to verify the potential and limitations of mobile applications in Area and Perimeter Learning, through active learning methodologies. To achieve this objective, looking for to answer the question that guided the research assignment: Is it possible to enhance the learning of Area and Perimeter, from the use of mobile applications, through active methodologies? The development of this research proved important, having been worked on the contents: Area and Perimeter of plane geometric figures. The research participants were students from the 1st grade of Technical High School at a public school located in the town of Itabaiana – PB. The research had a qualitative feature with an exploratory and descriptive approach. It was developed remotely, with synchronous and asynchronous moments, due to the Covid-19 pandemic. For the production of data, quizzes, and half structured interviews with participating students, screen captures, audio and video recording, observations and notes were carried out. The collected data were analyzes in the light of studies by Moran (2012, 2013, 2018) and Mazur (2015). During the research, mobile digital technologies and applications were used, using the following methodologies: Gamification and Peer Instruction. With the completions of the research, it was evident that activities, involving active methodologies and mobile applications, can enhance the learning of Area and Perimeter. It was found that, through the methodology used, students actively collaborated in the construction of their own knowledge, becoming real protagonists.