Farinha de mandioca: contextos para o ensino de matemática nos anos finais do Ensino Fundamental

Abstract

This research is qualitative in nature and follows concepts established by Ethnomathematics, aiming to understand how the process of producing cassava flour constitutes a contexto for teaching mathematics in the final years of elementar school, in the community of Brasília do Estácio, in the interior of the state. Municipality of Barreirinha-AM. To collect the data, we used participant observation, semi-structured interviews and photographic records of the flour production process. We performed data triangulation to interpret the information obtained. The results showed that the cassava flour production process can be used as a context for the teaching of mathematical content, as it mobilizes mathematical ideas such as estimation, mental calculations, perception, comparison, measurements, counting, classifications and explanations during its process of production. Therefore, it can be used in schools, where students live, know and even practice such activity during their daily life.