Banca de DEFESA: ANA MEIRE SILVA GALVAO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ANA MEIRE SILVA GALVAO
DATE: 28/05/2026
TIME: 14:30
LOCAL: Auditório B205a - IMD/CIVT
TITLE:

THE TEACHING OF MATHEMATICS FROM THE PERSPECTIVE OF CREATIVE LEARNING: APPLICATION OF A MATHETIC SEQUENCE IN THE EARLY YEARS OF ELEMENTARY EDUCATION

KEY WORDS:

Creative Learning; Early Years of Elementary Education; Mathetic Sequence; Mathematical Skills; Mathematics Learning.

PAGES: 194
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

This study was guided by the following research question: how can the application of a mathetic sequence, grounded in Creative Learning, contribute to the learning of deficient mathematical skills in the 5th year of Elementary Education? Its general objective was to analyze the contributions of applying a mathetic sequence, developed from the perspective of Creative Learning, to the learning of deficient mathematical skills among 5th-year Elementary Education students. The investigation is situated within the context of the challenges faced in Mathematics learning in the early years of Elementary Education, especially regarding students’ difficulties in mobilizing skills H10, H11, H12, and H15 in meaningful contexts. The term mathetics, discussed by Papert (2008) as the art of learning, was adopted in this investigation because it emphasizes the centrality of students’ learning, that is, the ways in which they formulate hypotheses, experiment, interact, revise strategies, and produce meanings throughout the formative process, a perspective that is consistently aligned with the principles of Creative Learning, proposed by Resnick (2017; 2020). This is a qualitative, applied research study carried out with a class of 27 students from the 5th year of Elementary Education at a public school in the municipality of Parnamirim/RN, Brazil. The proposal was organized based on the principles of Creative Learning, articulating the 4Ps (Projects, Peers, Passion, and Play) and the movements of the Creative Learning Spiral: imagine, create, play, share, and reflect. Data were produced through diagnostic assessment, research diary, evaluative rubrics, students’ self-assessments, and productions developed throughout the intervention, and were analyzed based on Discursive Textual Analysis, according to Moraes and Galiazzi (2016). The results showed that the mathetic sequence favored the mobilization of the deficient mathematical skills, especially in contextualized situations involving buying, selling, giving change, pricing, sharing amounts, and decision-making within the Mini Shopping proposal. The analysis revealed that contextualization, peer collaboration, playfulness, student protagonism, and reflection on learning constituted central dimensions of the formative process. As a technical product, the didactic guide Mathematetics: a guide to learning Mathematics in the early years of Elementary Education was developed to support pedagogical practices grounded in Creative Learning and the mathetic sequence. It is concluded that the proposal developed constitutes a promising pedagogical possibility for Mathematics learning in the early years of Elementary Education, as it favors the mobilization of deficient skills in meaningful, collaborative, and socially situated contexts, expanding students’ possibilities for engagement, meaning-making, and reflection on their own learning.

COMMITTEE MEMBERS:
Presidente - 2178446 - DENNYS LEITE MAIA
Interna - ***.190.150-** - KÁTIA CILENE DA SILVA MOURA - UFERSA
Externo à Instituição - FELIPE DE AZEVEDO SILVA RIBEIRO - UFERSA