Active methodologies in Mathematics education: A path to meaningful learning
Active methodologies in Mathematics education: A path to meaningful learning
DOI:
https://doi.org/10.51473/rcmos.v1i1.2025.1177Keywords:
Mathematics; meaningful learning; active methodologies.Abstract
Mathematics education faces challenges related to the abstraction of concepts and the lack of connection to real-life contexts. Approaches such as Ausubel's meaningful learning theory and active methodologies have proven effective in fostering greater engagement and student protagonism. These practices, enhanced by digital technologies, facilitate the understanding of abstract concepts and make learning more contextualized and dynamic. This article reviews studies published between 2019 and 2024, analyzing the impact of these approaches on mathematics education. The results indicate that active methodologies, such as Flipped Classroom and Problem-Based Learning, promote higher engagement, autonomy, and critical thinking skills, despite challenges related to infrastructure and teacher training. It is concluded that these practices represent a promising path toward more meaningful mathematics education, aligned with the challenges of the 21st century.
Downloads
References
AUSUBEL, D. P. et al. Educational psychology: A cognitive view. 2 ed. New York: Holt, Rinehart and Winston, 1978. 752 p.
BARROWS, H. S. A taxonomy of problem‐based learning methods. Medical education, v. 20, n. 6, p. 481-486, 1986. Disponivel em: https://doi.org/10.1111/j.1365-2923.1986.tb01386.x. Acesso em 31 dez. 2024. DOI: https://doi.org/10.1111/j.1365-2923.1986.tb01386.x
BERGMANN, J.; SAMS, A.Flip your classroom: Reach every student in every class every day. 1 ed. ISTE ASCD. 2012. 113 p.
D’AMBRÓSIO, U. Sociedade, cultura, matemática e seu ensino. Educação e pesquisa, v. 31, p. 99-120, 2005. Disponível em: https://doi.org/10.1590/S1517-97022005000100008. Acesso em: 30 dez. 2024. DOI: https://doi.org/10.1590/S1517-97022005000100008
DAMIAN, P. V. S.; KAIBER, C. T. Metodologias Ativas como estratégia para a aprendizagem significativa em Matemática. TANGRAM - Revista de Educação Matemática, v. 6, n. 4, p. 161–182, 2023. DOI: 10.30612/tangram.v6i4.17672. Disponível em: https://ojs.ufgd.edu.br/tangram/article/view/17672. Acesso em: 26 dez. 2024. DOI: https://doi.org/10.30612/tangram.v6i4.17672
NASCIMENTO, R. S. B. Matemática com a Sala de Aula Invertida: uma experiência com edpuzzle. Revista BOEM, Florianópolis, v. 12, n. 22, p. e0103, 2024. Disponível em: https://periodicos.udesc.br/index.php/boem/article/view/2357724X12222024e0103. Acesso em: 29 dez. 2024. DOI: https://doi.org/10.5965/2357724X12222024e0103
RIBEIRO, L. C.; PEREIRA, SOARES, A. L. Mobile Learning e Metodologias Ativas no Ensino de Números Complexos na Educação Profissional e Tecnológica. REMAT: Revista Eletrônica da Matemática, v. 9, n. 2, p. e2001-e2001, 2023. Disponível em: https://doi.org/10.35819/remat2023v9i2id6305. Acesso em: 26 dez. 2024. DOI: https://doi.org/10.35819/remat2023v9i2id6305
SEFTON, A. P.; GALINI, M. E. Metodologias ativas: desenvolvendo aulas ativas para uma aprendizagem significativa. 1 ed. Rio de Janeiro: Freitas Bastos, 2022. 148 p.
VALENTE, J. A. Sala de aula invertida e a possibilidade do ensino personalizado: uma experiência com a graduação em midialogia. In: BACICH, L.; MORAN, J. (org). Metodologias ativas para uma educação inovadora. Porto Alegre: Penso, 2018. cap. 1. p. 77-108.
Downloads
Additional Files
Published
Issue
Section
Categories
License
Copyright (c) 2025 Renan Padovani Metzker (Autor)
This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). This means you are free to:
- Share — copy and redistribute the material in any medium or format.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
The use of this material is conditioned upon proper attribution to the original author(s), providing a link to the license, and indicating if changes were made. The license does not require permission from the author or the publisher as long as these conditions are met.
The Creative Commons license logo is displayed permanently in the footer of the journal.
The copyright of the manuscript can be retained by the authors without restrictions and can be requested at any time, even after publication in the journal.
