Manipulating Didactic Material in Mathematics classes in the perception of teachers from Limoeiro do Ajuru/PA

Abstract

In the current scenario of basic education, from official documents that guide the teacher's work and also from academic research, it is possible to observe that strategies, methodological proposals and also didactic resources that can somehow favor the teaching and learning of math. Some of the initiatives that have been gaining ground in this context are the history of mathematics, problem solving, and the use of manipulative teaching materials. In this study, the focus is on the possibility of working in the classroom from the use of manipulative teaching materials, in addition to the guidelines of national documents and academic studies, here, the perception of basic education teachers about these resources is highlighted. In this sense, this article aimed to understand the conception of teachers regarding the use of manipulative teaching materials in mathematics classes. For this purpose, a questionnaire was applied to two mathematics teachers from the 6th year of elementary school. As a methodological approach, in the light of a qualitative exploratory and subjective research, Didactic Engineering is assumed, which was responsible for directing the study throughout the research. In view of this study, it can be observed that teachers recognize the importance of using manipulative teaching resources, but due to the lack of them at school associated with other factors, they have been little used in basic education classes. In these terms, it can be concluded that teachers also have a favorable opinion on the use of manipulative didactic resources in their classes.