Theoretical mapping of Active Methodologies in Mathematics Teaching

a survey of the last 5 years

Abstract

In this article, a systematic literature review is presented and the Active Methodologies (MAs) used by researchers in findings linked to studies in graduate programs are analyzed, with the aim of investigating the thematic characteristics of academic papers on MAs in mathematics teaching, in the period from 2016 to 2021. This is a study with a qualitative approach. The theoretical support to carry out the review was based on Ramos, Faria and Faria (2014). To facilitate understanding, the studies were delimited into three questions: Which active methodologies are subsidizing the research? In which graduate programs were the research developed? What are the conclusions of these studies? With the systematic literature review, 15 papers were identified, including theses and dissertations from the Brazilian Digital Library of Theses and Dissertations (BDTD), which discussed MAs in Mathematics Teaching. It was observed in most of these papers that Project-Based Learning (PBA) is one of the most used MAs in research and that one graduate program, in particular, stands out, for its important contributions to the quantity and quality of research for mathematics teaching. The results showed that MAs are effective in the teaching and learning process, by developing autonomy and encouraging greater student participation in mathematics classes.