Practical activities in the teaching-learning process in mathematics: an approach based on analysis of variance

Abstract

One way to help students learn mathematics more effectively is to ensure a balance between learning theory and application, focusing on solving specific problems. The literature cites various methods of teaching mathematics, from digital platforms and research projects to case studies. Therefore, the objective of this research was to analyze the performance of students from a state school in Pernambuco who were subjected to practical activities associated with the content of the mathematics discipline, using the statistical approach of analysis of variance (ANOVA). From the point of view of its objectives, this research is classified as explanatory, since it seeks to identify factors that contribute to the occurrence of the phenomena. Regarding the technical procedures, the work is conducted as a field study. The initial stage involved defining the groups. That is, the students enrolled in the Mathematics discipline of Elementary School (9th grade) were separated into four groups (T1, T2, P1, P2). Each group had 15 members. Groups T1 and T2 were exposed only to theoretical content, with lectures and in-class exercises. On the other hand, groups P1 and P2 had the opportunity to use games and practical challenges in addition to the content presented in class, as a way to connect it to the theoretical content. The values ​​relating to each participant’s grades were extracted from the Information System used by the school’s teaching staff; updated daily. Based on the results of the Tukey test, group C (P1) stood out significantly when compared to the other groups. Therefore, it can be concluded that practical activities are capable of reinforcing the teaching-learning process, and can directly influence the individual and group performance of students.