A resolução de problemas para o ensino-aprendizagem de álgebra no 9° ano do ensino fundamental

Abstract

The present dissertation work, entitled "Problem Solving for Teaching-Learning Algebra in the 9th Year of Elementary School" linked to the Postgraduate Program in Teaching Natural Sciences and Mathematics (PPGECM) of the Federal University of Mato Grosso (UFMT), campus of Sinop/MT, reports the production and application of the research project and Educational Product developed during the program and its considerations regarding its application. Although originally designed for face-to-face classrooms, during the program, adaptation was needed due to the covid-19 (SARS-CoV-2) pandemic situation, imposing social restrictions and admitting remote classes, entirely online, through applications like WhatsApp, Microsoft Teams, among others. Even in the face of the challenges, the research continued with the objective of verifying the potential of the Teaching-Learning-Assessment Methodology of Mathematics through Problem Solving for the teaching of algebraic concepts to students of the 9th year of Elementary School. The qualitative research method was used, approaching aspects of the construction of concepts and procedures observed and analyzed by the teacher/researcher in a case study inserted in the scope of the research. When proposing the teaching and learning of algebraic concepts, it was considered important to raise the "algebraic thinking" in evidence in the official documents that support the national curriculum, but which in the classroom still translates into the presentation and repetition of decontextualized formulas to the student, making it difficult to their association with other areas of mathematical knowledge. In view of the discussions raised, considering the weaknesses presented by the remote environment in the evaluation process, a positive result was achieved by verifying the students' interest in participating in the activities and discussions, in addition to instigating the student to seek ways to solve the problems before an explanation of the contents. In this context, we present the possibility of applying the TeachingLearning-Assessment Methodology of Mathematics through Problem Solving in online classes without mischaracterizing the methodology proposed by Onuchic and Allevato (2014) and the trend that is inserted in the context school about the use of technological resources and internet. The Didactic Sequence applied resulted in a Pedagogical Support Material (MAP), as an Educational Product, intended for teachers who work in the final grades of Elementary School with suggestions for activities based on this Methodology, bringing potential to the teaching and learning of students, as well as as contributions to the training of teachers who work in the area of Mathematics.