Sala de aula invertida e peer instruction: uma proposta de sequência didática para o ensino de frações

Abstract

The work addresses the contributions that Active Methodologies can add to the teaching and learning of Mathematics. For this, it aims to describe the effects of using the flipped classroom with the help of the peer instruction procedure in the teaching of Mathematics. Specifically, the study discusses the initiation to the teaching of Mathematics; considers how the model considered traditional of teaching can use Active Methodologies; and discusses the active methodologies: Inverted Classroom (SAI) and Peer Instruction. The research makes a literature review, using the descriptive method, with a qualitative approach. Based on the theoretical review, a didactic sequence was proposed using the Active Methodology of the Inverted Classroom for use in Mathematics. It was found that the dynamics involving these Active Methodologies is very promising for the discipline of Mathematics, given the possibility of the student having other means to build knowledge, becoming able to interact in a meaningful way with his classmates and teachers, and thus act as a protagonist in their learning.