Mathematics club as a space for collaborative learning

narrative of a teaching experience

Abstract

The aim of this paper is to share the experience of a basic education teacher in implementing the Mathematics Club project at a private school in Paranavaí. The text describes how, throughout the first year of teaching, pedagogical practices focused on solving mathematical tasks and collaborative classroom work sparked students’ interest in mathematics—a movement that intensified with participation in the Brazilian Mathematics Olympiad for Public Schools (OBMEP) and culminated in the creation of the Mathematics Club. The narrative highlights the implementation journey of the Mathematics Club, presenting it as a space for exploration, understanding, and deepening of mathematical knowledge, while also fostering a sense of belonging and engagement among participants. It also discusses the teacher’s role in this process as a mediator and motivator of the developed activities. Furthermore, it points out the positive impacts on students’ participation, both in the club and in regular classes, emphasizing the importance of maintaining spaces that encourage interest in mathematics and expand ways of learning and teaching.