THE PERCEPTION OF MATHEMATICS TEACHERS IN THE FINAL YEARS OF ELEMENTARY SCHOOL ON THE USE OF ETHNOMATHEMATICS IN CONTENT APPROACHES

Abstract

Ethnomathematics has been a way to provide better assertiveness in the teaching-learning process of the subject. Therefore, the present work has as its general objective to verify the use of ethnomathematics for teaching practices oriented to the activities of Elementary School teachers in the Final Years, in light of knowledge of the domain of mathematics. In this sense, the study used a bibliographic survey, in which a search was carried out in Google Scholar. In a second moment, a questionnaire was promoted to be applied to Mathematics Teachers of the Municipal Network of Parnaíba – PI. The questionnaire was prepared in Google Forms and sent to the teachers through the network group. The results demonstrated how much the teachers realized that ethnomathematics is essential in the learning process of students, which provides interaction, understanding and other important perceptions. In addition, resources such as the insertion of games help students interact with the subjects and understand their relevance. The study concluded by highlighting the need for further research into the perception of Elementary School Mathematics teachers in the final years of their studies on the use of Ethnomathematics in their content approaches.