Abstract:

Teachers in the 1st Cycle of Basic Education are faced with some obstacles in defining strategies and factors that could contribute to improving the teaching/learning process for students. Observing the teaching/learning process as the transmission of content prescribed in the curriculum, taught in separate areas, will undoubtedly be something far from what characterizes an entire process and a set of interactions established with students.

Aware of this problem, we aimed to ask teachers whether they use Art as a methodology to develop mathematical concepts and how they do so.

The research developed was based on a methodology of a qualitative, exploratory nature, which used a convenience sample made up of twenty teachers who teach in 1st Cycle Basic Education classes. Data collection was carried out through interviews with the class's main teachers and the recording of non-participant observations, carried out during the implementation of mathematical challenges using Art in the classroom. The results obtained made it possible to identify some strategies that teachers use to link the two subjects, with the aim of involving students in the teaching/learning process, as well as the acquisition of mathematical concepts and content.

Keywords:

Mathematics, Curriculum, Art, Teaching/Learning.