Um olhar para a prática em sala de aula do professor de matemática da Escola do Semiárido Paraibano.

Abstract

Some situations may occur in classrooms and occasions that are characterized as critical to the continuity of the process of teaching and learning. mathematics teaching is something that has to have significant elements that serve as subsidies for student understanding, with which it may associate the mathematical content to its reality. Teachers lack the key elements on which propose an contextualized Mathematics for coexistence with the Brazilian semiarid. Thus, seeking to generate a more attractive and meaningful to students of the region. Given that may build, analyze and reflect Mathematics under the gaze of the reality in which they live. With the analysis of the textbooks used by math teachers, class observation and interviews with the teacher, alavanquei that identifies elements that contextualization is not contemplated with elements anchored in reality and in the practices of the people of semiarid. The math has to be understood clearly as an object on which to act, invent and change. We have to understand and seek a redefinition of the mathematical content. The ability to contextualize mathematics with everyday experiences is real and will enable students to construct knowledge. It is essential to seek the teaching of mathematics building procedures that facilitate the learner understand and transform their reality.