Ensino de matemática em escolas do campo no Cariri Paraibano: uma análise do livro didático.

Abstract

The present study seeks to explain and understand how mathematical knowledge is achieved through contextualized practices to the semi-arid region in field schools. It was carried out through the studies of several authors, including Kolling, Cerioli and Caldart (2002), who underpin Field Education in its peculiarities and application. Thus, we have listed the main factors that must be considered so that teachers can develop methodological practices and activities that enter the social environment in which the student is inserted. We have also analyzed the activities for teaching area and perimeter of a textbook using unconventional measures for land cubage calculation in 6th year grade classes. Therefore, we understand the need for this study to make the teaching and learning process more meaningful by considering the experiences of the individuals involved (students and teachers) in the development of contextualized mathematical thinking, so the collected data does not become just mere statistics, but point out new paths that seek to effectively solve the implementation of more meaningful teaching and learning within everyone's reach.