APLICAÇÃO DE MÉTODOS ATIVOS NO ENSINO DE MATEMÁTICA NO ENSINO MÉDIO: UM ESTUDO DE INTERVENÇÃO EM SALA DE AULA

Abstract

This study investigates the application of active methodologies in the teaching of Mathematics in High School, focusing on students’ learning of topics in Combinatorial Analysis and Probability, based on a pedagogical intervention grounded in the Flipped Classroom and Problem-Based Learning (PBL). The research was conducted at the Instituto Estadual de Ciências e Tecnologias do Maranhão (IEMA Pleno de Coroatá), involving four classes of the 2nd year of High School, organized into an experimental group and a control group. In the experimental group, a hybrid didactic-methodological proposal was implemented, combining face-to-face classes with activities mediated by WhatsApp groups, used as spaces for guidance, interaction, and mathematical discussion. The theoretical content was provided through the curation of video lessons selected from YouTube, with no production of videos by the researcher. The control group followed a traditional teaching approach. As an educational product, a structured didactic sequence for teaching Combinatorial Analysis and Probability was developed and applied, consisting of investigative activities, contextualized problems, and pedagogical guidelines. Data collection was carried out through performance tests, questionnaires, and classroom observations. The results indicated better performance by students in the experimental group in problem solving, especially regarding the use of the multiplicative principle, counting techniques, and the interpretation of probabilistic situations. It is concluded that the use of active methodologies, combined with accessible resources, can enhance the learning of mathematical content in public schools.