Cleiton Freitas Franco
Federal University of Mato Grosso do Sul (UFMS), Brazil
Paulo Humberto Piccelli
Faculty of
Mato Grosso do Sul (FACSUL), Brazil
Summary
This
article sought to analyze the trajectory of the legal apparatus of mathematics
teaching in Brazil, with a main focus on the difficulties of understanding
trigonometric concepts in high school, and, more specifically, with first-year
students. The general objective of the article is to present how these
difficulties were built over time and how to solve them through active teaching
methodologies. To achieve this objective, a research was carried out on the
National Curricular Parameters (PCN), on the National Curricular Common Base
and on other literature to prove that teaching through
these methodologies can result in a better use of school learning. There is
also a reflection on what should be the role of the teacher in the classroom as
a mediator of knowledge. Finally, some methodologies and strategies that can
help in teaching-learning are considered in a way that allows the expression
and creativity of the student as an active subject in the creation of
knowledge.
Keywords: trigonometric concepts; teaching mathematics; high school; active methodologies.
Reviewed by Current Scientific Journal
on
setembro 03, 2022
Rating:
