Aritmética na educação básica: propostas de ferramentas didáticas

Abstract

This dissertation aims to investigate the use of physical and digital teaching materials in Mathematics teaching, exploring their pedagogical relevance, structure, and applicability in the classroom. Through an approach that combines theoretical foundations with practical experiences, tools such as the Abacus, Golden Material, Slide Rule, Symbolab, and Kalculator were analyzed. Interventions were conducted with classes from the 6th and 7th periods of Youth and Adult Education (EJA) and the 8th and 9th grades of Elementary School, seeking to understand how these resources contribute to meaningful learning. The research was grounded in the guidelines of the National Common Curricular Base (BNCC). The results showed that the use of these materials fosters the development of logical-mathematical reasoning, promotes greater student engagement, and expands the possibilities for teacher mediation. Finally, pedagogical guides for the use of these resources are presented, contributing to practices that value active learning and the critical use of educational technologies.