Ensino híbrido: relato de experiência de sai no ensino de matemática no 6º ano do ensino fundamental

Abstract

The article describes a flipped classroom experience for the teaching of mathematics in a class of the 6th grade of Elementary School of the state education network of Alagoas in the 4th quarter of the academic year 2019. With the objective of demonstrating the effectiveness from blended learning to improve proficiency in mathematics, it was necessary to know the teaching methodology used by the teacher of the selected class; identify how is the relationship and the use of digital information and communication technologies (TDIC) by students in their study routine; compare student performance in activities before and after the experiment; and evaluate the performance of the conducting teacher throughout the didactic sequence. It is an action research motivated by the results of Brazil's performance in internal and external evaluations, especially in mathematics. Based on the skills proposed in the thematic unit of Geometry of the National Common Curricular Base (BNCC), in the use of the adaptive platform Khan Academy, and in the theoretical foundation based on active methodologies and blended learning, a didactic sequence was developed so that the teacher and students could experience a more personalized teaching and learning process that would extend the time and space for knowledge acquisition. As a result, it is concluded that with the support of the management team and the continued training of teachers, it is possible to start a work involving sustained blended learning models, with a low impact on the physical structure of schools, contributing to the equality and equity of opportunities for the learning of students from the state education network of Alagoas.