PIBID OF MATHEMATICS: EXPERIENCE REPORT AT THE STATE CENTER FOR PROFESSIONAL EDUCATION PROFESSOR FRANCISCO DE ASSIS PEDROSA

Abstract

This article describes an experience experienced by students at CEEP Professor Francisco de Assis Pedrosa, a vocational high school institu-tion with PIBID students, in 2023. Based on prior planning, practical clas-ses were developed in the institution's mathematics laboratory under the supervision of the program's teacher. An active methodology (flipped classroom, project-based learning, and problem-solving) was applied, using concrete materials and games. The objective was to replenish mathematical knowledge lost during the pandemic, such as arithmetic, plane geometry, spatial geometry, algebra, and trigonometry, in a practi-cal, creative, and transdisciplinary way. This teaching methodology demonstrated results, increasing grades from 3.3 to 4.4 in procedural as-sessments administered to third-year students in the Rio Grande do Norte school system in 2025.