The work addresses the contributions that Active Methodologies can add to the
teaching and learning of Mathematics. For this, it aims to describe the effects of using
the flipped classroom with the help of the peer instruction procedure in the teaching
of Mathematics. Specifically, the study discusses the initiation to the teaching of
Mathematics; considers how the model considered traditional of teaching can use
Active Methodologies; and discusses the active methodologies: Inverted Classroom
(SAI) and Peer Instruction. The research makes a literature review, using the
descriptive method, with a qualitative approach. Based on the theoretical review, a
didactic sequence was proposed using the Active Methodology of the Inverted
Classroom for use in Mathematics. It was found that the dynamics involving these
Active Methodologies is very promising for the discipline of Mathematics, given the
possibility of the student having other means to build knowledge, becoming able to
interact in a meaningful way with his classmates and teachers, and thus act as a
protagonist in their learning.
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