Metodologias ativas: uma sequência didática sobre probabilidade com enfoque na aprendizagem baseada em problemas no ensino médio

Abstract

Historically, much has been discussed about the teaching methods of Mathematics, always seeking to find a method that is efficient in the teaching-learning process. In this sense, this work encourages the review and reflection of pedagogical practices in Mathematics classes, presenting the potential of active methodologies such as Problem-Based Learning, which allow the development of students' autonomy, contributing to the formation of critical thinking, becoming able to solve the problems of their own reality. For this, we present a qualitative research through a case study on the application of a didactic sequence for teaching probability in the 2nd grade of High School through Problem Based Learning (PBL). The application of the didactic sequence based on Problem-Based Learning demonstrated that it is necessary for the teacher to apply it more frequently in Mathematics classes so that students become familiar with this methodology. The research also made it possible to categorize the main errors manifested by students in solving the proposed problems and to identify the competencies and skills developed with the use of PBL. In turn, the results demonstrated the effectiveness of the methodology, as well as showing that the stages of PBL in Basic Education follow a dynamic different from that applied to Higher Education, as they develop according to the specificities of the profile of students in Basic Education.