A resolução de problemas como proposta de ensino e aprendizagem de conceitos matemáticos de probabilidade

Abstract

The present work presents the theoretical-methodological trajectory of the Research Project and the Educational Product developed in the Graduate Program in Teaching Natural Sciences and Mathematics (PPGECM), at UFMT – University Campus of Sinop/MT. We present as an object of study to investigate how the Teaching-Learning-Assessment Methodology through Problem Solving contributes to the teaching and learning process of mathematical concepts, with the use of a Sequence of Problems directed to the theme of Probability, with the theoretical basis based on the research elaborated and defended by the GTERP, which adopts Problem Solving as a teaching-learning-evaluation methodology, following the ten steps for the organization of work in the classroom, as presented by Allevato and Onuchic (2021). Four problems were selected, which we called generator problems, as they acted as a starting point for the construction of new mathematical concepts and content. We used the qualitative approach as a research methodology, based on references by Bodgan and Biklen (1994), Borba; Almeida and Gracias (2018, 2019) and Lüdke and André (2013). Data collection for analysis was obtained through observation of students in the classroom and written resolutions of the proposed problems, both arising from a sequence of four content-generating problems and four lists of complementary activities developed in the classroom, in a 2nd year high school class at a state school in the city of Sinop/MT. The sequence of problem situations applied resulted in the Educational Product called the Pedagogical Support Guide (GAP), intended for teachers who work in Elementary School II and High School, with suggested activities and expandable to other areas of knowledge. The collected and analyzed data showed that the work with the sequence of problems, through the generating problems and complementary problems, allowed students to be builders of their learning, acting as protagonists of their own knowledge process and having the teacher acting as a mediator and encourager of the process, in which the agents involved are authors and active participants in all activities.