Sequência Fedathi aliada a vivência do professor de matemática do ensino fundamental nos anos finais

Abstract

This study arises from a need to insert, more strongly, the Fedathi Sequence in Basic Education in public schools, going beyond something occasional, all over the school year, contemplating several participations of the school in external announcements, such as the Brazilian Mathematics Olympiad for Public and Private Schools (OBMEP), for example. Thus, this work aimed to experience the Fedathian teaching practice in classes of the final years of elementary school in the municipal public network of Canindé/CE, in moments of face-to-face classes and remote teaching. This was a descriptive documentary research, as it described and explained didactic phenomena in the light of the Fedathi Sequence, besides the collection of dialogues that occurred in the classroom, by means of audio and photographs. The Fedathi Sequence was the teaching methodology that guided the actions of the mathematics teacher in the school. In this way, one obtained the active participation of students in the construction of mathematical knowledge, autonomy, and engagement in the studies, culminating in a first-ever gold medal for the city by OBMEP. Therefore, the Fedathi Sequence changed the teacher's attitude, providing didactic-methodological subsidies that provided the student's engagement to awaken them to learning with greater autonomy, also contributing to the improvement of the connection between the teaching and learning processes of mathematics in the final years of elementary school, in virtual learning environments, and in face-to-face classrooms.