Ensino-aprendizagem de álgebra através da resolução e exploração de problemas

• Ano de defesa: 2016
• Autor(a) principal: Araújo, Andriely Iris Silva de
• Orientador(a): Andrade, Silvanio de
• Banca de defesa: Maciel, Aníbal de Menezes , Farias, Severina Andréa Dantas de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: Brasil
• Palavras-chave em Português: Educação Matemática; Ensino-aprendizagem; Matemática - Resolução de problemas; Ensino de Álgebra
• Palavras-chave em Inglês: Teaching of Algebra; Mathematics education; Mathematics - Problem Solving; Teaching and Learning
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/2741

After a reflection on learning difficulties the basic principles of algebra in the understanding and appropriation of idea and concepts, felt the need to seek a methodology to propose a better learning of students. This is the main objective of this work is to identify how the teaching-learning methodology of Mathematics through Problem Solving and Exploration enables the understanding and concepts ranging from the generalization of the standards to the solving of First Degree Polynomial Equations. Considering that this methodology aims to develop a more focused work for students because the problem generation part for acquiring new mathematical concepts promote a more additive participation of students in the process of knowledge construction. From the moment the student is raised to expose his ideas and thoughts becoming the center of development and construction of knowledge, under the care of teacher who now has the function of mediation, help build a bridge between the student already know what do you want to know. The research methodology used is qualitative on the method of teacher research (LANKSHEAR & KNOBEL, 2008) where the teacher researches mainly his/her own classroom and whose object of research flows from questions, problems or authentic concerns of the teacher–researcher himself/herself. The classroom work was developed in a seventh grade class of elementary school of a public school in the municipality of Itatuba, PB, Brazil. In working with the methodology of problem solving and exploration there is a greater motivation of the students to question the reflection of the discussed idea, the relevance of the adopted methodology, which allowed a greater understanding of Algebra, in order to minimize the difficulties presented by the students. Where the teacher researches, above all, his own classroom and whose object of research flows from questions, problems or authentic concerns of the teacher himself.