Chinese multiplication through the Basic Problematizing Unit as a didactic proposal

Abstract

Mathematics Education has increasingly sought new means and techniques that bring more dynamic, critical and reflective teaching that speaks to educational proposals. Thus, a proposal is brought forward through the Basic Problematization Unit (UBP), rescuing a mathematical sociocultural practice that was carried out in a certain community, such that for some reason, it becomes an object of problematization for pedagogical practice. This proposal rescues the Chinese Multiplication method, bringing the practice to the current context through a game called Pega Varetas. It is worth highlighting that the proposed methodology aims to develop discussions regarding the history of Mathematics and the pedagogical potential it provides. In this sense, the use of Chinese culture to address the multiplicative process stands out, showing the calculation process using bamboo sticks in vertical and horizontal positions, representing the multiplier and multiplicand of the operation. The proposal presented makes it possible to value elements not widely used in pedagogical practice, such as culture, historicity, informality and showing the importance of these in the classroom, so that the mathematical learning process becomes more dynamic and integral. In this way, a possibility is made known that can be applied in basic education, bringing an improvement in student learning in mathematics classes.