Contextualized activities in Mathematics learning through education through research: difficulties and contributions

Abstract

This research aims to understand how contextualized activities, through education through research, can contribute to student learning in Mathematics teaching. Twenty-six students from the 8th year of elementary school from a private school in the city of Porto Alegre in Rio Grande do Sul participated in the research. For data collection, questionnaires answered by students were used as instruments. The answers given by the students were analyzed through a qualitative method, through Discursive Textual Analysis, relating a priori categories and emerging subcategories. Data analysis had three a priori categories, among them: reconstructive questioning, daily attitude research and competence formation. From these categories, it was possible to describe the analysis of the collected data, thus emerging into subcategories. In this way, it was possible to conclude that students find difficulties in solving contextualized activities, although it is confirmed, through this study, that web research facilitates learning, students cannot identify the Mathematical knowledge used in this type of task.