PARINTINS MATHEMATICS OLYMPIAD: CHALLENGES AND EDUCATIONAL PERSPECTIVES IN RURAL SCHOOLS
Keywords:
Parintins Mathematics Olympiad, Teaching Practices, Rural SchoolsAbstract
This article aims to share the successful experiences that occur annually in rural schools in the municipality of Parintins when participating in the Parintins Mathematics Olympiad (OPM). This Olympiad was developed by professors from the Mathematics department of the Center for Higher Studies of the State University of Amazonas (CESP/UEA), in the city of Parintins (AM), with its first edition in 2004, involving all students from the 6th to 9th grades of elementary school and all high school students in schools in both urban and rural areas. Teaching mathematics in rural schools becomes challenging, although some schools are graded, to reach a certain number of students, school years are combined, leading the teacher to simultaneously teach various subjects according to the school year their students are in. The Parintins Mathematics Olympiad aims to encourage students to practice problem-solving with applications of the subject's content, starting from playful aspects and logical reasoning, as presented by Gasparini (2014), Siqueira (2001), Pozo and Angón (1998), also highlighting the mathematical dimensions presented by D’Ambrósio (2016). Evaluating this experience significantly, it is concluded that it was valuable, allowing for greater interactivity and bringing new methodologies to the teaching of mathematics in the classroom.
