Análise e classificação de erros de questões de geometria plana da Olimpíada Brasileira de Matemática das Escolas Públicas

• Ano de defesa: 2009
• Autor(a) principal: Costa, Cordeiro, Clailton
• Orientador(a): Friedmann, Clícia Valladares Peixoto
• Banca de defesa: Friedmann, Clícia Valladares Peixoto, Silva, Renato da, Jurkiewicz, Samuel, Lozano, Abel Rodolfo Garcia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Grande Rio
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino das Ciências
• Departamento: Unigranrio::Ensino das Ciências
• País: Brasil
• Palavras-chave em Português: Educação; Matemática; Geometria – Estudo e ensino; Análise de erros (Matemática); Olimpíada Brasileira de Matemática das Escolas Públicas
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://localhost:8080/tede/handle/tede/18

The aim of this research is to analyse, identify, classify and quantify the most frequent types of errors in geometry in the first phase of the four years of Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP). The geometry problems that first appeared in the multiple-choice format were modified and used as open questions in order to give value to the solving process and not only to the results obtained. Twenty-eight students were chosen to take part in this research: twenty-five were selected following the same classificatory method used by the OBMEP for the second phase and three others were invited to participate because they were considered, by their teachers, to be the best students in their classes. All participants are students of ‘ensino médio’ of a state school in Nova Iguaçu – a city in Rio de Janeiro. The general aim of this research is to analyse students’ solutions and tentative solutions and then present suggestions of strategies in order to help teachers reinforce, modify or innovate their way of teaching, identify in which type of problems students presented more difficulties, which type of error students were more frequent in their solutions to the problems presented all over the analysis to the Teaching of Geometry. The research presents quantitative as well as qualitative aspects, a mixed-up investigation as defined by Creswell (2007, p. 34). Radatz’ error classification (1979), considered by Cury (2006) as a classic one and used as basis for several studies concerning this subject, was used in the analysis as research methodology. The Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM) and other studies of Cury also served as basis for this research. The analysis is based on my professional experience so, any other professional could indicate a different classification, and is performed in an extensive not intensive way in order to analyse the greatest number of geometry problems possible and check the greatest number of types of errors. The most impressive difficulties in the students’ process of finding solutions during the analysis were presented in my final remarks: understanding texts and the deficit in previous knowledge. I also presented the summaries of the conclusions and suggestions made to each geometry problem.