Problemas matemáticos com cálculos algébricos: da resolução à formulação no 8° ano do ensino fundamental
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Data
2019-09-27
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Universidade Federal de Goiás
Resumo
The present study aims to analyze the contributions of the formulation and problem solving as
teaching methodology in the study of algebraic calculus for elementary school students. The
research had a quatative approach and was carried out through a case study if 8 th grade elementary
school students in a state public school, located in city of Patos de Minas – MG. The research it
was made on months August to October of 2018 and the data colletion was performed through two
questionaries and material produced by students. Initially a sequence was given eight class about
the subject and question. After there classes was apply the first questionary to check the acquired
knowlegdes in the classes taught. Subsequently, the activities of Problem Solving and Formulation
were developed, in the perspective that the students themselves, divided into groups, formulated
the questions, always mediated by the teacher's guidance. At the conclusion of the formulation
phase, written evaluations were prepared by the teacher, which were solved by the students. Finally,
the second questionnaire about the activities worked in this period was applied. The produced data
were analised starting of methodology to formulation and solving of problems in content of
algebraic calculus by construction guilding aixes and categories emergents of field material. That
work aims to analyze how question formulation can develop students' understanding when studying
algebraic calculus from the perspective of Formulation and Problem Solving. The results indicate
that the students, in general, even with little knowledge of the methodology, were quite receptive
to the proposed activities, showing interest and motivation. Was possibily to verificate too that
students don ́t accustome to tasks of this nature, which leads to questions difficult to understand.
On the other hand, with the medition of researcher teacher, themselves felt a necessited of
retruturation that questions for the application to his classmates. Finally, three essential points in
the developed activities: the first refers group activities, in which several students became
protagonists in the process of making, learning and promoting knowledge among the participants.
The second point the improvement in the teacher-students relationship, due to the mutual
involvement in the activities. And the third regards the best assimilation of algebraic calculus
content by most students, mainly regarding the use of variables in an action plan in solving a
problem and in operations with algebraic expressions, with conexions behind the algebra and the
geometry linked to algebraic calculus.
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Palavras-chave
Resolução e formulação de problemas, Cálculo algébrico, Ensino fundamental, Matemática, Problems solving and formulation, Elementary school, Math, Algebraic calculus
Citação
SILVA, Sérgio Luis. Problemas matemáticos com cálculos algébricos: da resolução à formulação no 8° ano do ensino fundamental. 2019. 74 f. Dissertação (Mestrado em Matemática em Rede Nacional) - Universidade Federal de Goiás, Catalão, 2019.