Análise de conteúdo: contextualização no ensino de Matemática no Ensino Fundamental

Abstract

This paper addressed the teaching of mathematics contextualized in elementary school II with the aim of analyzing dissertations that used contextualization as a pedagogical tool for teaching mathematics. We present in this work, through the teaching of contextualized mathematics, possible ways to make classes more enjoyable and achieve a better understanding of the concepts by the students. Thus, we searched in the literature ways to enrich our understanding of the meaning of using mathematical contextualization in classroom. The question that guided this dissertation was: how has contextualization been used to promote teaching and makeclasses more interesting and enjoyable? To answer this question, we basedthis dissertation on the importance of using authors who defend the use of mathematical contextualization in a school teaching system. To achieve our general objective, we analyzed fourteen dissertations that addressed the topic of contextualization in elementary school in the period from 2016 to 2020 present in CAPES's directory of theses and dissertations. After analyzing the dissertations in dialogue with our theoretical frame, it was possible to conclude that, yes, it is possible to provide quality teaching with more enjoyable classes.