Active methodologies in mathematics teaching: (re) thinking about teaching practice

Much has been discussed about the current teaching model and how it could be implemented. In this sense, it is imperative to review the curricular organization, time and space of classes, and the teaching methodologies adopted by teachers. According to research, the active methodologies can help the teaching practice in these challenges, because, in this way, the student is transformed into the protagonist and responsible for his learning. Therefore, the objective of this article is to make a theoretical reflection about the teaching and learning process focused on mathematics education with the use of active methodologies. For this purpose, the following specific objectives were established: to conduct a literature review in books and journals published in the last five years about active methodologies for teaching mathematics; to conceptualize such methodologies and their importance in school education; and to highlight some verified practices and successful cases of their application. Regarding the methodological procedures, this study followed a qualitative approach, because at this point it was not intended to build indicators about the relevance of such productions. In conclusion, we identified a great variety of methods that can be applied, most of them based on the assumption of the flipped classroom.