Aprendizagem colaborativa por meio do método trezentos: uma experiência no ensino fundamental

Abstract

Mathematics education often faces challenges in training people capable of understanding and critically evaluating information involving data in mathematical language. In this context, collaborative learning emerges as a promising strategy to overcome such challenges. The present investigation aimed to implement the Three Hundreds Method in classes of the 6th and 7th Year of Elementary School, train students in problem solving and analyze the impact of this intervention on the learning of those involved and the development of their mathematical skills in the four basic operations. Data were collected through observation, questionnaires, interviews and participants' written production. The results achieved confirm that collaborative activities, when aligned with evaluation processes focused on decision-making by the teacher, have a positive influence, not only on the development of mathematical knowledge, but also on the socio-emotional skills of students.