Metacognição no ensino-aprendizagem de porcentagem na Educação de Jovens e Adultos

Abstract

This paper intends to investigate the contribution of the metacognitive strategies in the percentage problem-solving in Young and Adults Education (YAE). The guiding question of the research was the following: What is the contribution of the metacognitive strategies in the learning of percentage for the YAE students? In order to answer the guiding question, a qualitative research of descriptive and interpretative analysis was conducted using the action research method. The data was collected at State School Antônio José de Lima, located in the municipality of Juscimeira, State of Mato Grosso – Brazil, in a sophomore class of that High School, with seven participants, the mathematics teacher and six students. The data was produced through the following procedures and instruments: observation, intervention class, questionnaires with open and closed questions, student registration, semi-structured interview, videos and audio recording, pretest, post test, application of metacognitive strategies in the solution of mathematical problems of percentage and reflexive text of the students. The references, in order to discuss about the learning of mathematics in Youth and Adult Education, are: Paiva (1987), D’Ambrósio (1995, 1997, 2002), Darsie (1998), Medeiros (1999), Ribeiro (2001, Fonseca (2005), Pais (2008), Nogueira (2010), Leite (2011), Darsie e Palma (2013), Ribeiro (2007, 2014), among others. Concerning the metacognition and metacognitive strategies, the support came from: Beyer (1985), Flavell (1976,1979, 1999), Gonzalez (1995, 1996), Jalles (1997), Lafortune and Saint Pierre (1996), Oliveira (2002), Murad (2005), Sousa (2007), Dreher (2009), Araújo (2009), Leite (2011), Portilho (2011) and Santos (2015), among others. In response to the problem investigated in the research, one can consider that the metacognitive strategies contributed in the teaching of YAE students, since it is possible to notice a significant advance regarding the performance of the learners in the percentage problem-solving process. Furthermore, it was verified that during the intervention process the students revealed understanding of their own learning, becoming aware of the strategies used, and control over the problem-solving process — explaining all the stages of the process, either orally or through writing. Therefore, it was considered that the obtained results contribute to the mathematics teaching-learning process in the YAE.