The Mathematics Fair: space for sharing pedagogical practices applied to the Integrated Secondary Education

Abstract

The Mathematics Fair (FMat) is fundamentally based on the sharing of experiences, practices, and research developed in the classroom across all educational levels and educational systems and beyond. Motivated by emerging questions, this study aimed to investigate and understand the potential that FMat offers for the development of effective pedagogical practices in integrated secondary education offered by Federal Institutes in Brazil. To achieve this objective, we adopted a qualitative approach with a descriptive and interpretative nature, based on experience and research reports prepared by students and teacher-advisors, as published in the proceedings of the 6th National Mathematics Fair held in 2018. For data analysis, we applied the Discursive Textual Analysis methodology, which led to the construction of three intermediate categories: (i) critical and inclusive mathematics education; (ii) mathematics learning through diverse methodologies; and (iii) possibilities for overcoming aversion to mathematics through dialogical and social educational processes. The findings indicate that FMat can be a valuable ally in the creation and development of effective pedagogical practices, contributing to a more holistic and meaningful education for both students and teachers.