Quantitative reasoning meaningful learning through concrete material

Abstract

The mathematical domain is lively, not rigid. We must comprehend the times of an education limited to traditionalism, when students were mere knowledge receptors and teachers being the know-it-all are over, along with green cement blackboards and chalk. This research assesses the theory linked to quantitative reasoning meaningful learning through concrete materials. This led to finding every student’s capacity to enhance their abilities for lifelong learning relevant in everyday life. The methodology lies in organizing and guiding the research activity. Theorical research was applied to determine the causes and relations with didactic resources under the qualitative paradigm, detailing and pursuing alternatives in the second semester of 2019 through a survey, previously approved, to 30 students and a teacher. The outcomes were significant changes to teaching and learning. The “Japanese technique” helped in regular exercise, without the calculator, and was compared with the traditional method and the time it took to the application of both, increasing the thirst for knowledge of mathematic phenomena. The notion of mathematics as difficult is forgotten, offering a teaching-learning with quality and warmth.