TEACHING INTERVENTION COORDINATED BY DIDACTIC SEQUENCE THAT ARTICULATES PHYSICAL PORTFOLIO, DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES (TDICs) AND ACTIVE METHODOLOGIES IN THE PROCESS OF MATHEMATICS TEACHING AND LEARNING

• DOI: https://doi.org/10.22533/at.ed.558462421029

• Palavras-chave: mathematical education, pedagogical intervention, formative assessment

• Keywords: mathematical education, pedagogical intervention, formative assessment

• Abstract:

  The objective of this work is to present a teaching intervention (DI) through a Didactic Sequence (SD) that articulates Physical Portfolio (PF) with Digital Information and Communication Technologies (TDICs), active methodologies and teaching techniques used in the teaching process and mathematics learning. The set of actions articulated by the Didactic Sequence (SD) sought to enable students to engage in active learning and for teachers to experience a didactic experience, which, when teaching, promoted dialogical interaction. The learning process was encouraged through a sequence of key questions asked by the teacher to encourage student development. The study was developed at the Federal Institute of Espírito Santo (Ifes), on the Ibatiba campus, with students entering two classes of the Technical Course in Forestry Integrated into High School in 2022. The methodology involved the Physical Portfolio (PF), Digital Technologies of Information and Communication (TDICs), active methodologies and sequence of key questions as a teaching technique. In the first face-to-face meeting, a Didactic Contract (CD) and presentation of the Didactic Sequence (SD) were established. The physical portfolio (PF) consists of a pedagogical tool used as a formative assessment. The Didactic Sequence (SD) was divided into two stages: remote and in-person. The Didactic Sequence (SD) resulted in a successful experience and the research objectives were met.