Dança e matemática: uma conexão possível na modalidade não presencial

Abstract

This research was discussed and applied during a pandemic scenario and therefore it became impossible to be developed in the face-to-face modality, adopting remote teaching as the main extension axis. Thus, the guiding question of the research is: is it possible that the body movements of dance can be used in the educational process as a playful method for teaching mathematics? Thus, the objective of the research is to promote the connection between dance and mathematics as a pedagogical tool for teaching and learning fractions in the 7th year of elementary school in the non-presential modality. The methodology took place in a qualitative-quantitative way in which there was the production of 05 copyrighted and recorded video classes applied by youtube and whatsapp, diagnostic and evaluative questionnaires were used by google forms to a group of 15 students from the 7th year of elementary school. The main results obtained were the significant progress of the participating students in relation to the study of fractions and the reception given to the proposal using the transversal theme health through dance by both the students and the welcoming teacher. This shows that educational barriers can be broken through a new methodological perspective. Keywords: Dance. Fractions. Remote Learning.