O ensino da introdução à teoria dos conjuntos por atividades

Abstract

This work presents the results of a research, whose objectives were to evaluate whether the use of a didactic sequence using teaching by activities, involving contents of sets, can contribute to the improvement of student performance and contribute to the development of positive attitudes towards Mathematics in the student body. We defend the thesis that the teaching of sets through conceptualization and rediscovery activities stimulates the improvement of the abilities to observe analyze and to elaborate conclusions of the students, besides guaranteeing the access to concepts and operations related to the sets. The subjects of the research were 12 students from a 9th grade elementary school in the municipality of Breves-PA. The methodology of the research were the didactic engineering. For the previous analyzes, a historical study was carried out on the development of set theory, consultation of students and teachers about this teaching, as well as the revision of studies on the teaching of sets, revealing that this teaching is carried out in a traditional way and that the students have difficulties in solving problems related to this content. In the phase of previous analyzes another study on mathematical attitudes was done, being found evidence that these can change positively, if there is a methodology of adequate teaching. The a priori conception and analysis presented proposals of activities for the teaching of sets and, what was expected with the application of the didactic sequence. In the experimentation phase we produced the information regarding the application of the didactic sequence, as well as the observations and conclusions of the students in the activities developed. In the a posteriori and validation analyzes, the comparison between a priori and a posteriori analysis was presented, the information about the students' performance in the tests and the scale of attitudes with the percentage and statistical analyzes. Statistical tests as well as qualitative analyzes revealed a significant improvement in the resolution of questions involving sets, showing results favorable to students' learning, and statistical tests showed a significant improvement in attitudes towards Mathematics.