An interdisciplinary approach to the teaching of Mathematics in the final years of Elementary School: the perspective of an undergraduate student

Abstract

This article discusses the teaching of Mathematics from an interdisciplinary approach. It aims at highlighting the dialogue between different areas of knowledge as a fundamental tool for teaching Mathematics. Methodologically speaking, it refers to an experience report about an 8th grade Mathematics class held during the supervised practicum that took place at Colégio Estadual Presidente Castelo Branco in Nazaré, TO. It is noteworthy that this work is an experience report that allows dialogue with other authors, from an interdisciplinary activity developed during the Supervised Internship, where activities were carried out such as: reading and interpreting texts, content presentation in a multimedia projector, content discussion, problem solving and activities. Thus, it promotes a reflection on the teaching of Mathematics in the final grades of Elementary School II, the stage in which failures occur, such as learning difficulties and the interpretation of contents, interfering with the acquisition of skills and competences specific to these ages. and grades, which makes it difficult to acquire new knowledge, causing aversion to the discipline. It was noticed that, when the teaching methodology prioritizes the elucidation of the issue in a political-social approach, valuing the students' prior knowledge and helping them with problems arising from difficulties in interpreting the text, for example, the result is satisfactory: students arrive at the answers and show interest in the subject.