Sala de aula invertida: uma metodologia ativa no ensino de matemática para os anos finais do ensino fundamental

Abstract

The study aimed to present the results of an investigation on the potential of the Active Methodology of the Inverted Classroom, also known as Flipped Classroom, in mathematical learning with 9th grade students, aiming at: elaborating a proposal, based on the Classroom Inverted Class, designed for the teaching of Mathematics and for the reality of students and the researcher teacher, during the COVID19 pandemic in Brazil, supported by Activity Theory (VV Davidov, 1988); apply the proposal based on the development of the content of Flat Geometry, specifically the Pythagorean Theorem; analyze the proposal, based on the appreciation of the didactic activities developed, verifying if the Inverted Classroom promotes the learning of the presented mathematical concepts; develop a video / tutorial on how to apply the Inverted Classroom. Regarding the methodological procedures: The research process took place through the elaboration and application of a Systematic Literature Review supported by the Parsif.al software. Qualitative research was privileged, with research of an exploratory and empirical nature, based on a case study. For data collection, questionnaires and electronic records / Google Classroom were used, submitted to content analysis, according to Bardin (2006), which made it possible to identify the understandings expressed by the students. The results suggest that although the Inverted Classroom Methodology is not new in the educational scenario, it exposes conditions for teachers and students to experience different relationships in the study process, whose ways of learning, in addition to being significant, enable autonomy in studies of students, enhancing and reframing learning in present times. At the end, some considerations and suggestions are presented in which the Inverted Classroom, when contemplating a class inversion, can update a position, in which the student assumes the protagonism for his learning.