Ensino de matemática em turmas agregadas: um olhar sobre a prática docente em escolas ribeirinhas

Abstract

This article is the result of a research that highlights the challenge of teaching a mathematics class with little time available to more than one class in the same room, with different activities, forming as class model, the aggregate classes. Therefore, the research sought to understand how the teaching practice of the mathematics teacher is developed in aggregated classes, in the final years of Elementary School, in a riverside school in the municipality of Parintins-AM. This study sought contributions in the methodology of autobiographical research, is descriptive and was of the bibliographic type and had a qualitative approach. The main authors of this research are (RAMOS, 2018; COSTA, GUEDIN, 2021 and BRANDÃO, 2018). In the data analysis, we used the triangulation method to confront the information obtained through the reading of scientific articles, of document analysis and classroom experiences. The results show aspects of how the performance of the mathematics teacher occurs in a group aggregated in the final years of Elementary School and allows reflections on the strategies and challenges faced by this professional.