Neurociências e suas contribuições na resolução de problemas matemáticos sobre medida de tempo no 3º ano do ensino fundamental

Abstract

This research investigated the contributions of neuroscience to solving mathematical problems related to time measurement in third-grade students at a public school in Juiz de Fora, Minas Gerais, Brazil. Using a qualitative approach, non-conventional mathematical problems were designed and applied, contextualized according to students’ interests and grounded in neuroscientific principles such as attention, working memory, and motivation. The results indicate that problem contextualization and a supportive classroom environment foster active engagement, autonomy, and the development of higher-order cognitive skills. However, challenges remain regarding students’ comprehension of problem statements, attention span, and adaptation for those with special educational needs. The study highlights the importance of ongoing teacher training and the development of innovative, inclusive pedagogical practices, suggesting future research directions in emotional interventions, longitudinal monitoring, and the adaptation of neuroscientific strategies for diverse student profiles. It is concluded that the contributions of neuroscience go beyond theoretical knowledge, materializing in practices that promote more meaningful and motivating mathematics learning.