Banca de DEFESA: SIDCLEY DALMO TEIXEIRA CALDAS

MATHEMATICAL SONGS: CONTRIBUTIONS TO THE MATHEMATICS LEARNING PROCESS IN THE SCHOOL CONTEXT

Keywords: Mathematical songs; Didactics; Learning; Apprehension of mathematical objects

The objective of this investigation was to analyze how songs can contribute to mathematical learning. Specifically, it was intended to identify which types of songs can contribute to the apprehension of mathematical objects; analyze how the linguistic elements of the song can interfere with the apprehension of mathematical objects; and analyze how the musical elements of the song can interfere with the apprehension of these objects. With a qualitative approach, the research is configured as ethno-research-training, considering the need of the researched subjects and the researcher, together, to seek the construction of new knowledge about the theme addressed. In it, I used observation and dialogic-song groups to collect information. In the context of the investigation, a private school in the Bahian municipality of Feira de Santana, where students from the 5th year of Elementary School were part of the research subjects. With a very peculiar and heterogeneous contribution of theoretical and epistemological references, I was able to build a cognitive-emotional plot with the information obtained through contact with the students. Often, they converged to what was already stated in previously visited theoretical statements, but, on the other hand, they demanded new searches, given some conflicts between the theoretical discourse and the practice experienced by the subjects in question. The discoveries in this investigative process, converged to answer the research questions, revealed previously unforeseen themes, and showed the importance of researching a possibility of didactic action that has not yet been studied. From the results, the elaboration of the definition of Mathematical Song. Contacting the possibility of, with it, the transit between at least two types of semiotic representation registers, contributing to the apprehension of mathematical objects, the basis of mathematical learning; and the understanding that the presence of Mathematical Song in the scope of teaching constitutes a potentially ludic activity, which helps to promote a ludic ambience, presenting a ludic-formative character and giving rise to a sensitive didactics, which, together, propitiates, to the student, a more active and lively connection with the knowledge presented during the process of teaching and learning mathematics, thus generating greater potential for the construction of knowledge.