Aulas dialogadas auxiliando na resolução de problemas matemáticos

Abstract

The following work aimed to understand how dialogued classes help the mathematical learning of high school students at the Cecília Meireles Full-Time State College. This project was based on qualitative research, with the main authors of this research being Fiorentini & Lorenzato; Gasparin & Petenucci, Lorenzato; Skovsmose; in addition to the SAEGO (2023) booklet, which in their works show the importance of Mathematics Education and Ramos and Moraes defend the importance of dialogued classes to help students' development, as well as problem solving. In order to achieve the objective of this work, the SAEGO (2023) notebook was used during the implementation of the dialogued lesson proposal, which consequently obtained positive results since the students showed significant improvements in the grades of the assessments carried out during the course of the project. In conclusion, it is believed that it is necessary to look for new strategies for teaching and learning mathematics inside and outside the classroom, because not all students learn in the same way or at the same pace, and by providing new teaching strategies, it is possible to reach a greater number of students, allowing them to really learn.