Active/Alternative Methodologies. Mathematics Teachers. High School.

The present research aimed to identify and investigate teachers' understanding of the use of Active/Alternative Methodologies in Mathematics Education in High Schools of the State Schools in Pontes e Lacerda, Mato Grosso. The research took into consideration teachers' perceptions of teaching through Active/Alternative Methodologies and their methodological approaches, as well as assessing the need to systematize and delve deeper into the work carried out in order to contribute to the improvement of the use of these methodologies in high school mathematics teaching and learning. The qualitative research, with a descriptive and exploratory nature, was conducted in the municipality of Pontes e Lacerda, in four schools. Data collection involved the analysis of lesson plans and questionnaires with closed-ended questions. Sixteen teachers participated in the questionnaire, of which 15 submitted their lesson plans. The results showed differences in the physical structure of the lesson plans and the pedagogical practices of the teachers. Out of the 431 plans analyzed, 151 had methodologies focused on Active/Alternative Methods, with Inquiry-Based Learning being the most prominent, being addressed in almost 55% of the plans. In the questionnaire, the most applied Active/Alternative Methodology in the classroom, according to the responses, was Flipped Classroom, with 62.5% of the answers. Thus, this study leads to reflection on continuing education for teachers focused on teaching with Active Methodologies, aiming to particularly emphasize the student at the center of the learning process. Therefore, it is hoped that the results of the research will contribute to teaching and learning through the use of Active/Alternative Methodology practices, strengthening knowledge in favor of improving the quality of education.