Estratégias pedagógicas para aprender matemática no ensino fundamental com a sala de aula invertida em uma escola rural

Abstract

This research study examined the teaching of Mathematics syllabus at a ninth-grade elementary school group from Antenor Elias de Mattos Municipal School, located in the third district of Piratini/RS, using remotely learning and the flipped classroom method. In addition, the investigation conducted sought to look at students' interaction throughout the synchronous classes offered for the Maths subject, since they accessed class material through printed handouts and video classes recorded by the research teacher before each meeting. We analyzed students' interaction in these classes supported by a pedagogical proposal involving games, crossword puzzles, challenges, debates, activities presentation and video recording. The research sought to answer the following question: How do interventions made through the flipped classroom can enable Mathematics learning comprehension in a ninth-grade class at Antenor Elias de Mattos School? To this end, initially we carried out an exploratory survey on the quality of students' access to the Internet; then a collection of short videos was made available so they could gain access to the activities' interaction tools and their explanations; finally, Math activities were proposed in different formats and approaches, including students' presentation about the content developed. Data collection was carried out with questionnaire application, audio and video records of interactions with students, information written down in the researcher's notebook, activities performed by students, and videos produced by them as a final task of the academic quarter. Based on Bardin's Content Analysis, the following categories emerged: students’ perception of their Mathematics learning, the UNESP video festival, peer training, and student protagonism. The results found that the class showed ease in oral expression, enthusiasm in working with technological resources, construction of mathematical language, organization of ideas, autonomy, critical sense, and protagonism for future decision making.