Revealing meaningful mathematics:

a pedagogical journey with Ausubel’s theory in elementary and high school

Abstract

This study investigated the applicability of Ausubel's Meaningful Learning Theory in primary and secondary education classes during the first semester of 2023. The theoretical framework highlighted the importance of the relationship between new knowledge and the student's cognitive structure. The methodology involved practical activities in mathematics, presenting objectives, theoretical framework, methodology, and results. The findings revealed that the meaningful approach stimulated students' curiosity, fostering connections and investigations, making learning engaging and meaningful. Playful pedagogical practices, supported by Ausubel's theories, proved effective in facilitating students' knowledge construction. Active participation, critical reflection, and continuous evaluation were encouraged, making the learning process more engaging and effective. It is concluded that meaningful learning, based on Ausubel's theory, transforms teaching and learning processes into moments of concentration, perception, and overcoming difficulties. This study emphasizes the importance of the educator's role in promoting meaningful learning, providing students with an approach that goes beyond memorization, favoring a deep understanding of concepts.