As a result of the research we observed that

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Learning in mathematics, mediated by digital technologies, makes the pace of content development faster with more agile perception by students. Keywords: Active Methodology, Mathematics, Teaching, Flipped Classroom, Learning. 1. INTRODUCTION Active methodologies for innovative education point to the need to modify exposures into more meaningful learning knowledge for students. Technology helps, completes and expands, and can sometimes fascinate or scare. It has always influenced man: from the first tools considered extensions of the body, to the steam engine, which changed habits and institutions; to the computer, which brought new and profound social and cultural changes; to computer networks, which are enabling the creation of new forms of human relationships (SOUSA, 2016).

Among the methodologies used, the flipped classroom was used with the aim of leveraging student learning, promoting a new way of learning, with probable results Phone Number List that were tested, mainly in this work. According to Freire (2015), one of the biggest problems in education is the fact that students are not encouraged to think independently. To alleviate this situation, the teacher must provide an environment in which the student can reflect and recognize their ideals, expressing their points of view and opinions. All of this is important so that students can learn different ways of analyzing certain situations. According to the studies carried out in the article “Active Methodology in.



Teaching Mathematics” (RODRIGUES; SILVA; VIEL, 2021), we can reflect on how appropriate the active methodology can be for the classroom, however, there is not much knowledge of this methodology in the classroom. practice. In this study, the vision and experiences of mathematics teachers will be presented with the use of the active methodology, flipped classroom, showing their perceptions of the teaching-learning process, together with the role that the teacher plays in relation to the quality of teaching. . It is necessary for the teacher to combine the reality of the student and the social part in which the content to be taught is inserted, as the decontextualization of didactic activities displaced.