Metodologias ativas para inovações no ensino e aprendizagem de probabilidade na educação básica

Abstract

In this work, motivated by concerns arising from more than 20 years of teaching experience at the Escola de Educação Básica and the perception that there is a reduced number of works on the subject of inverted classroom within the PROFMAT graduate program, we reflect and We propose an approach for teaching probability, which is part of this active learning methodology – the flipped classroom –, using the DESMOS digital platform as a pedagogical resource. We seek to answer how the flipped classroom methodology has the potential to contribute to the teaching-learning process, in particular, probability? To do so, we describe the foundations and main uses of probability, considering its historical development and legal curricular insertions, and we discuss the close relationships between digital technologies and active methodologies, particularly with the flipped classroom. The discussions and the proposal we offered proved to be powerful in making the best use of the learning time, in the development of student skills that are not limited to mathematics per se, but in social issues such as democracy; understanding the concept of probability and reflecting on discussions involving access and mastery of digital technologies.