O ensino de matemática por meio da leitura de narrativas literárias: construção de uma sequência sidática de análise combinatória para o 3° ano do Ensino Médio

Abstract

The reading and interpretation difficulties on the part of Basic Education students often hinder their understanding of Mathematics. In light of this, the present study aims to investigate how the teaching of Mathematics, through the reading of literary narratives, can contribute to students' learning process. By offering new perspectives for the understanding and application of mathematical concepts, the research promotes an interdisciplinary approach that values reading and textual interpretation as essential tools in the educational process. To achieve this goal, we have adopted a qualitative approach, which highlights the subjectivity of the discussed issues and explores new possibilities. The methodology includes an initial bibliographic review to gather data on reading, interpretation, and Mathematics, followed by a comparative analysis of existing theories on the integration of literary works in Mathematics Education and their implications for meaning making. Additionally, an analysis of various literary works was conducted to explore how Mathematics is integrated into these narratives. The studies analyzed indicate that the practice of reading literary texts can enhance learning by contextualizing mathematical concepts and stimulating logical reasoning. Finally, based on these findings, a Didactic Sequence was developed, proposing activities based on the book “The Castle of Crossed Destinies” by Italo Calvino, with the aim of encouraging both reading and textual and mathematical interpretation.