A APRENDIZAGEM MATEMÁTICA. REVENDO AS ESTRATÉGIAS METODOLÓGICAS E REPENSANDO A PRÁTICA.

Abstract

Human knowledge can be compared to a building that is always under construction. The complexity of its structure consists of the various types of knowledge, be it empirical, scientific, philosophical or theological. It is assumed that thought is organized at school, but demonstrated and consolidated in everyday life. The conviction that you learn in any environment is already accepted by the majority. Piaget compares the Action of Man on the world as an increasingly complex mental construction, knowledge being the result of the individual's activity on the environment. Their learning then culminates in the subject's action on objects. This research sought to analyze how mathematical learning happens at school and how it manifests itself; how teacher training and professional development can reflect on the strategies used and how their teaching affects the student's reasoning and logic in solving problems. The research was based on authors such as D’Ambrósio (2000), Gatti (2014), Imbernón (2009), among others. It is characterized as qualitative, case study type, where mathematics teachers and students were observed. The data were collected through observations, interviews and questionnaires.