MAPAS MENTAIS COMO FERRAMENTA DE ENSINO, APRENDIZAGEM, AVALIAÇÃO E AUTOAVALIAÇÃO EM MATEMÁTICA NOS ANOS FINAIS DO ENSINO FUNDAMENTAL

Abstract

The article presents results from research mapping and a pedagogical intervention that addresses the adoption of mind maps as a mathematics teaching tool. The systematic review was adopted as a methodological bias to determine how this tool is used in the mathematics teaching within the scope of academic research, and after that, a proposal for pedagogical intervention. The results clarified gaps in the approach to the mathematics teaching in elementary school; shortage of research regarding the use of maps in Mathematics subjects and trends in the adoption of qualitative research. In order to overcome this scarcity, an intervention was subsequently proposed through an extension course for teachers with applets developed in GeoGebra to approach skills in the Geometry thematic unit and at the end of the course they were asked to construct a mind map, in order to analyze the perceptions of the participating teachers. In this way, it was possible to show that the implementation of the Mind Maps tool allowed the visual analysis of the reflections developed in the process of manipulating the proposed activities, configuring itself as a significant tool for the assessment and self-assessment process in Mathematics.

Keywords: Systematic Review, Pedagogical Intervention, Mind Map, Final Years of Elementary School, Geometry.