Connections between neuroscience, meaningful learning and problem solving: a proposal for the teaching of mathematics
DOI:
https://doi.org/10.5007/1981-1322.2024.e97332Keywords:
Meaningful learning, Neuroscience, Problem solvingAbstract
This article aims to study a possible relationship between knowledge from neuroscience and the Meaningful Learning Theory formulated by David Ausubel. The objective is to verify a possible connection between these two fields of study to facilitate the teaching and learning process of Mathematics, using problem solving as a possible path. The method used was bibliographic research and the results showed that problem solving can satisfy the conditions proposed in the Ausubelian theory for meaningful learning. Furthermore, the use of problem situations can mobilize different neural structures, thus being able to streamline the teaching of Mathematics based on significant neuroscientific knowledge. Finally, the work points to the need for further studies on the subject and deepening the connections between neuroscience and the Meaningful Learning Theory..
References
AUSUBEL, D. Aquisição e retenção do conhecimento: uma perspectiva cognitiva. Lisboa: Editora Plátano, 2003
BARTOSZECK, A. B. Neurociência na Educação. [S.l.: s.n.], 2003. Disponível em: <http://www.geocities.ws/flaviookb/neuroedu.pdf.> Acesso em: 28 de jul. 2021.
BLANCO, C. Historia de la neurociencia: el conocimiento del cerebro y la mente desde una perspectiva interdisciplinar. Madrid: Biblioteca Nueva, 2014.
BRUM, W.P; SCHUHMACHER, E. A utilização de mapas conceituais visando o ensino de história da geometria sob a luz da aprendizagem significativa. Aprendizagem Significativa em Revista/Meaningful Learning Review – V2(3), pp. 39-57, 2012
COSENZA, R. M; GUERRA, L. Neurociência e educação : como o cérebro aprende. Porto Alegre : Artmed, 2011.
FONSECA, Laerte; COSTA, Maria A. Editorial. Caminhos da Educação Matemática em Revista, v. 4, n. 2, 2015.
GROSSi, M. G. R.; LEROY, F. S.; ALMEIDA, R. B. S. de. Neurociência: Contribuições e experiências nos diversos tipos de aprendizado, 2015, DOI - 10.5752/P.2316-9451.2015v4n1p34. Abakós,, 34-50. https://doi.org/10.5752/P.2316-9451.2015v4n1p34
IZQUIERDO, A. I. et al. Memória: tipos e mecanismos - achados recentes. Revista USP, v.98, p.9-16, 2013. Disponível em: . Acesso em: 16/07/2021.
KANDEL, E.; SCHWARTZ, J. H.; JESSELL, T. M. Princípios da Neurociência. 4ª ed. São Paulo: Manole, 2003
LENT, R. Cem Bilhões de Neurônios? Conceitos Fundamentais de Neurociência - 2ª edição. Atheneu, 2010.
MOREIRA, M. A.; MASINI, E. F. S. Aprendizagem significativa: a teoria de David Ausubel. 2. ed. São Paulo: Centauro, 2006.
MOREIRA, Marco Antônio. Teorias de Aprendizagens. São Paulo, EPU, 2014.
PURVES, Dale et al. Neurociências. [Neuroscience]. 4.ed. Porto Alegre: ArtMed, 2010
SANTOS, F. S. dos; FRANCISCO, A. C. de; KLEIN, A. I.; FERRAZ, D. F. Interlocução entre neurociência e aprendizagem significativa: uma proposta teórica para o ensino de genética. Revista Brasileira de Ensino de Ciência e Tecnologia, 2016, p. 149-182.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Valdeir Miatello, Gilmar Praxedes Daniel
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors hold the copyright and grant the journal the right for their articles' first publication, being their works simultaneously licensed under the Creative Commons Attribution License (CC BY), which allows the sharing of such works with its authorship acknowledged and its initial publication in this journal.
Authors are allowed to enter into separate additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or as a book chapter, with an acknowledgment of its initial publication in this journal).
