Mathematical tea: contextualizing Mathematics to integrate knowledge
Abstract
In this article, we report a didactic experience based on teaching through projects which aimed to investigate the contributions of interdisciplinary pedagogical practices to the learning and full-time formation of students; the target audience was a class from the 2nd year of full-time high school of a public school in the municipality of Boa Esperança, State of Espírito Santo. The experience was accomplished from the perspective of qualitative research with an exploratory nature, and the collected data was based upon students' productions, with their speeches and images recorded in a logbook or on mobile devices (cell phones). We conclude that teaching through interdisciplinary projects foster sstudents participation and also provides opportunities for communication practices, experiences of collaboration, decision-making and the development of appraisal, with the main contributions of this approach being the interest, engagement and active participation that it awakens in students.
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