Math Teacher: A Teaching Strategy in Doing Teaching mathematics / Professor de matemática: uma estratégia de ensino no fazer ensinar da matemática

Abstract

This research assigns an account and its verification along with a pedagogical didactic experience that involves a teaching strategy of Mathematics as a proposal to foment the teaching-learning process, carried out with students of the 9th grade of Elementary School, in the Municipality of Maceió / AL. A questionnaire was used as a data collection instrument to investigate whether the pedagogical didactic intervention of the teacher in constructing a study environment presents a greater sense of learning of the discipline and that the relation between the attitude of paying attention and of not copying in the Moment of the explanation of the contents reproduces in the improvement of learning. The results show that the insertion of this teaching strategy creates a classroom environment with greater participation and interaction on the part of the students, fosters empathy with the area of study and contributes to a more meaningful and enjoyable learning of Mathematics.

Keywords

• Teaching strategy
• Teaching and learning of mathematics
• Empathy with math