O ensino e a aprendizagem de matemática numa perspectiva de contextualização incluindo os temas controversos

Abstract

We aim to investigate the contributions of mathematics teaching in a contextualization perspective, with the insertion of controversial topics, in order to foster, stimulate discussions, problem solving and critical thinking, as a possibility of a methodological approach in the development of the teaching and learning mathematics. Contextualizing a content, especially in basic education, has an expectation of facilitating understanding of mathematical contents or to make them clearer and more attractive to students, we seek to develop contextualized problem situations, that usually has to do with everyday situations. However, thinking about a mathematics focused on contextualization, goes beyond this concept daily life and/or application, as we relate mathematics, with itself and/or with other areas of knowledge. We conceptualize the term contextualize, in the sense of making the relationships of mathematical contents with situations in contexts... address the importance of contextualization, in line with the PCN (1997) and the BNCC (2017). When dealing with mathematical knowledge in an appreciation of the context, we mention some authors such as Pavanello and Nogueira (2006), Tufano (2001), Tomaz and David (2013) and Sadovsky (2010). Monteiro and Ponpeu (2001) and Zuin and Freitas (2007) - controversial topics.