Astronomy and Mathematics: an interdisciplinary proposal for Elementary School
DOI:
https://doi.org/10.15448/2179-8435.2019.1.32716Keywords:
Mathematics teaching. Science teaching. Interdisciplinarity. Didactic sequence.Abstract
Some beneficial aspects are discussed in constructing a dialogue between the reality that exceeds the school wall and the scientific knowledge that it promotes, including, for this, the practice of interdisciplinarity as most
complete representation of the world. Based on this discussion and the questioning of the idea that mathematics and natural sciences as inaccessible to a large part of the public, we propose the example of a didactic sequence in which the participation of student teams is invited to solve problems and to answer interdisciplinary questions involving astronomy and mathematics, in order to explore multiple skills, each student is more likely to recognize himself capable of contributing and, consequently, may be closer to the perception that these areas
of knowledge do not are unreachable for him. The problems and the proposed questions involve mediatic texts in which scientific concepts are treated incorrectly or sensationalistically, in order to help students to increase their perception of the need to question the reliability of information sources.
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