PROBABILITY LEARNING IN THE 9TH GRADE OF ELEMENTARY SCHOOL THROUGH THE PRODUCTION OF DIGITAL MEDIA
DOI:
https://doi.org/10.30612/tangram.v7i2.17525Keywords:
Education. Geometry. Experience report.Abstract
The proposal and the results of the qualitative case study research, which investigated the contributions of the inverted classroom to the learning of the concepts of validated probability in an experiment conducted with students of the 9th grade of elementary school, are presented. It was considered that the learning process through the creation of didactic animations and comic books, referred to as digital cartoons, would represent a methodological approach. This approach would create a didactic situation in which students would play a central role in their own learning, because they would need to appropriate the concepts of the proposed theme, to produce a narrative that presented a problem and its solution in the form of a digital media. The results indicate that producing digital cartoons serves as a valuable resource in Mathematics Education, fostering interest in the subject and promoting activity development. It was observed that students conducted research and enhanced their understanding of Probability while working on their digital cartoons. The proposed activity can be categorized as an active methodology, embodying the principles of an inverted classroom, where students take on a central role in their learning, because they researched the theme autonomously, studied several problems of counting and probability adapting them to their language. The teacher acted as mediator, validating the proposed problems as well as their resolution. The works presented by the groups were discussed in the classroom bringing a diversity of problem situations that enhanced the learning process of the subject of Probability.
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