A importância das metodologias ativas no ensino de matemáica em cursos tecnológicos de nível superior

Resumo

Studies related to Mathematics Education in higher education portray some aspects that we experience in practice, among which we highlight the learning deficit as a consequence of the number of students entering universities that are increasingly unprepared, the need and possibility of transforming classes into more significant and relevant learning experiences for students and the shortage of rethinking the pedagogical didactic process. Based on this context, this research has as main objective to evaluate the effect of the introduction of the Hybrid Teaching modality in the teaching-learning process of Mathematics in classes of higher-level technologist courses. As methodological procedures, it was adopted in this research a quali-quantitative approach, in which questionnaires, interviews, and direct observations were used, seeking to reflect on how teaching methodologies influence student learning and teaching practice. The locus of the research is a private Higher Education Institution (IES), located in the north zone of Manaus, and the research subjects are students from three classes, who are attending the second period in the courses of Logistics, Human Resources Management, Management Quality and Mathematics teachers of these courses. For data analysis, it was chosen the systematic statistical method together with the quality tools Cause and Effect Diagram and 5W2H. The data collected, tabulated, analyzed, and exposed throughout the study allows us to present some conclusions, which in a way confirm what has been emphasized by researchers on this thematic. Traditional teaching models, based only on the use of textbooks and course packets, need to be overcome and replaced by dynamic teaching strategies, preferably those that use TDICS and enable the student to become the protagonist of knowledge in the teaching-learning process. Thus, based on the results of the interventions applied in the research, it was found that the Hybrid Education modality is, as many studies and debates on trends in education in the 21st century indicate, one of the possible paths for the transformation of education. Keywords: Active Methodologies. Mathematics Education. Hybrid Teaching.

Dados da obra

Tipo

Dissertação (mestrado)

Instituição

UEA

Ano

2021

Idioma

pt

Palavras-chave

Metodologias Ativas; Active Methodologies; Educação Matemática; Mathematics Education; Ensino Híbrido; Hybrid Teaching; Ensino de matemática

Temas

Práticas Pedagógicas

Handle

https://ri.uea.edu.br/handle/riuea/5231

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026