Didactic Proposal for Teaching 6th Grade Mathematics Using Data from the Covid-19 Pandemic

Abstract

In this paper, we build a teaching proposal, based on Scientific Literacy and Mathematics as a way to move towards meaningful learning, directed to sixth-grade students. The pandemic of COVID-19 radically changed several contexts in society. It was configured, therefore, as a social, historical, cultural, political, and economic phenomenon, having several reverberations in the school curriculum. Therefore, it is the teacher’s role to help students build scientific and mathematical bases that allow them to understand how arguments and statements of these elements are presented, as well as to make value judgments on these statements. Thus, we present the construction of a Teaching Sequence, addressing studies of graphical representation with data related to transmission, lethality, and mortality due to COVID-19 in the city, state, and/or country of the students. In the elaboration of this proposal, we articulate theoretical elements of the Fedathi Sequence (SF) and its phases (Taking a Position, Maturation, Solution, and Proof); the Creative Insubordination, and the National Common Curricular Base (BNCC). With a qualitative methodology of descriptive type, we use the SF teaching methodology for the promotion of skills foreseen in the BNCC. The proposal presented here articulates several theoretical bases to encourage students to reflect on the scientific and social processes that surround them and that contribute to the stimulation of investigation, active participation, and proposition of social changes for the world while building their learning. Elements such as interdisciplinarity and the use of digital technologies were fundamental for the teacher to review his practice and promote meaningful and creatively insubordinate learning in students.