THE MATHEMATICS ENIGMA: DIFFERENTIATED METHODOLOGIES FOR MEANINGFUL LEARNING

Resumen

The student is the principal protagonist within an educational formation, and it is up to us, educators, to observe these changes surrounding their learning, thereby generating new possibilities in their experiences in the practices of knowledge. To this end, teaching models are necessary that promote methodological strategies that make learning more attractive and personalized, with more audacious proposals in relation to the instructive method—blackboard and chalk. Thus, pedagogical projects, as well as other techniques, may prioritize knowledge in the use of technological resources, in the solutions to these problems directed toward cognitive development, adjusted to more efficient management in the educational base. Furthermore, projects linked to the media may be adjusted, within a real scenario, for a leap forward in favor of education in Brazil and in the social and global context.

In view of the foregoing, this article aims to demonstrate that the theme “Mathematical Enigma: differentiated methodologies for meaningful learning” explores the challenges of mathematics learning in the school environment, and its importance within educational management in addressing these difficulties in students’ overcoming of them, experienced within complex challenges, but which can be demystified through innovative pedagogical methodologies and strategic school management in connectivity with social networks, platforms, and software as teaching instruments, in order to facilitate the learning of Mathematics in basic education, thus encompassing secondary, technical, and undergraduate education, as classroom strategies that are more motivating than the current traditional transmissive teaching model.