Letramento Matemático da Aritmética Elementar com modelo 5E em turma de 5.º Ano do Ensino Fundamental

Abstract

Mathematical literacy aims to prepare individuals for mathematical usage, such as reading and operating with phenomena experienced in daily life, professional contexts, and understanding the world. The teaching and learning of elementary arithmetic in basic education have raised significant concerns among teachers who aim to enable students to learn actively. Active learning introduces a teaching approach in which students actively engage in the learning process rather than passively receiving transmitted information. Active learning in arithmetic incorporates several essential elements to enhance students’ understanding, allowing the application of arithmetic concepts to everyday situations through engagement, exploration, explanation, elaboration, and evaluation, making learning more engaging and encouraging active student participation. However, various challenges may arise during the arithmetic learning process. One challenge is the lack of a solid foundation, which can lead to gaps in understanding fundamental concepts. Another common issue arises when students fail to contextualize arithmetic in practical situations, hindering the application of learned concepts. The state of arithmetic learning in Brazil is multifaceted. Results from national and international assessments, such as SAEB and PISA, highlight persistent challenges in education, with performance falling below national averages. In this context, the need for innovative strategies, including active learning approaches, is recognized as crucial to improving arithmetic outcomes. This study conducted a systematic review of the scientific literature, addressing the research problem: What elements of active learning using the BSCS 5E instructional model enhance the teaching and learning process of elementary arithmetic in 5th-grade classes of the early years of primary education? Thus, the general objective of the study is to analyze the elements of active learning using the BSCS 5E instructional model in the teaching and learning process of elementary arithmetic in 5th-grade classes of the early years of primary education. The methodological approach was guided by qualitative research. To gather data on mathematical literacy and active learning in mathematics teaching, teachers and students from 5th-grade classes in primary education were invited to participate. Data collection procedures included semi-structured interviews and the application of the BSCS 5E instructional model in teaching and learning elementary arithmetic, describing the phases carried out and the active learning elements involved in the process. The analysis of the data obtained in the study was conducted using Categorical Analysis. This research aims to expand knowledge for discussions on the proposed topic, serving as a resource for the research community, a catalyst for educational professionals, and a relevant discussion within society.