ARAÚJO, J. P. M.; ARAÚJO, José da Paz Marculino de.
Abstract:
The present work aims to discuss the need to develop mathematical teaching practices
in a contextualized way with the students' daily life in the northeastern semi-arid region,
seeking to lead them to greater success in the teaching and learning process. Therefore,
as a demonstration for a possible contextualization of mathematics, we use
mathematical elements of the daily life of the technical professionals of CAGEPA -
Companhia de Água e Esgotos de Paraíba, to envisage the promotion of its teaching in
schools, approaching contexts of the daily life of the population. We start from the
reality that we live in, that is, a time of long drought and a crisis in the water supply in
the Western Cariri of Paraíba and this problematic can come to generate several
contextualizations for the teaching of mathematics, properly, since it is a situation lived
daily . We know that some expressions emerge in the media, on the talk wheels, etc.,
where there are contained in them several mathematical elements spoken daily, such as:
"Dead volume", "10% capacity" and several others and even the very word "rationing"
". So, the purpose of this article was to show scenarios of contextualization from the
reality of a professional category, closely interlinked with the reality of the semi-arid
Paraíba. It was possible to show that the scenarios, together with the analysis of a
semistructured questionnaire applied to the population, which are several elements for
use in the classroom, which makes it possible to bring the mathematics of daily life,
professions and school into a common goal , which is learning consistently.
