TRIGONOMETRY IN RURAL SPACE: implications of contextualized mathematics education

Abstract

This text aims to understand how the experiences with pedagogical workshops on taching mathematics in rural areas favored the teaching and learning of geometry by undergraduate in Pedagogy and by elementary school students. The text reflects the contexts of the countryside, showing how this can be enhanced as a locus for valuing actions in teaching that go beyond the school walls and expand by the contexts of life of their students. The methodology of this work comprises the realization of a pedagogical workshop with a course load of 12 hours, held at Sítio Mata da Lua by graduates of the Pedagogy Course in the Teaching of Mathematics discipline, given to students of the 9th grade of Elementary School II and the High school. The workshop was the research device used to enable reflections on the development of teaching practices that aim to theorize and value the students' context through a study on the concepts of trigonometry, plane geometry and surface measurements in situations and experiences in the fields. We take the reports of teachers and students who participated in this workshop as an element of analysis. It is concluded that the teaching of mathematics generates meanings for the student when the context in which he lives is taken into consideration for the construction of school knowledge. The countryside was understood as a locus of teaching in mathematics, enabling students to create connections between th knowledge of the countryside and the knowledge of trigonometry, in a construction of significant learning about mathematical knowledge.
 Keywords: Mathematics teaching. Initial formation. Contextualized education. Teaching in the country.