A aprendizagem da probabilidade no 9º ano do ensino fundamental por meio da produção de mídias digitais

Abstract

The learning process of Probability in Mathematics linked to the production of didactic animations, stories and digital cartoons is a differentiated methodological approach which enables a didactic learning situation for Mathematical problems related to Probability, developing the necessary skills for students to be the protagonists of their own learning process. This dissertation aimed at investigating the contributions that the production of didactic animations, stories and digital cartoons, based on the Flipped Classroom active methodology, brings to the learning of Probability for 9th graders of “Ensino Fundamental”. The dissertation relies on the hypothesis that the student becomes the protagonist of their own learning when they are actively teaching, explaining, summarizing, structuring, defining, generalizing, elaborating, illustrating, that is, they learn by teaching and practicing acquired concepts so that meaningful learning can occur. In order to be protagonists of their learning, it is expected that students deepen their knowledge regarding the theme of Probability and, thus, producing didactic animations, stories and digital cartoons which contribute to the teaching and learning process of Mathematics, enabling its application in different ways inside the classroom. The methodology used in this research was qualitative and case study. This methodology emphasizes the process of analysis instead of the final result of the product, besides aiming at picturing the perspective of participants, enabling direct contact between researcher and students. The results indicate that the production of didactic animations, stories and digital cartoons is a tool of great importance for Mathematics Education, contributing in various ways, from arousing the interest of the students to developing essential abilities to live in society. It has been realized that during the application is when students research and deepen their awareness of Probability, the object of knowledge, mastering both the creation of word problems with their eventual solution and the production of didactic digital media. The result of the research shows that the production of didactic animations, stories and digital cartoons by using the Flipped Classroom active methodology has made the students become protagonists of their own learning. Due to their autonomous research and creativity, they sought applications, built word problems and solved them by making digital media, favoring the teaching and learning process of the object of knowledge Probability.