An?lise de erros e supera??o de dificuldades matem?ticas por meio da modelagem matem?tica no ensino fundamental

• Ano de defesa: 2011
• Autor(a) principal: Pereira, Renata Brito
• Orientador(a): Biembengut, Maria Salett
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontif?cia Universidade Cat?lica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica
• Departamento: Faculdade de F?sica
• País: Brasil
• Palavras-chave em Português: AN?LISE DE ERROS (ENSINO); M?TODOS E T?CNICAS DE ENSINO; MATEM?TICA - ENSINO FUNDAMENTAL; EDUCA??O
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/6544

This study describes the development of methods for teaching mathematics, error analysis, and mathematical modeling as applied in a sixth grade group at the Frederico Ritter School in the city of Tr?s Coroas in the state of Rio Grande do Sul, Brazil. These teaching methods were applied in this group aiming at identifying, classifying, and overcoming difficulties presented by the students in applying the concepts of multiplication and division. With this objective, the works of authors who advocate for error analysis as a teaching method which classifies the error, helping the student to identify it, were adopted for the bibliographical study in this research. The overcoming of these errors was based on the works of authors who advocate for mathematical modeling as a teaching method which derives mathematical problems from everyday problems. This research uses a qualitative approach and objective evaluations to diagnose and classify the errors committed by the students. Data analysis showed that students, in discovering their errors, present an initial resistance to face them, but get used to the process as the activities progress. The development of a mathematics laboratory enabled the application of mathematical modeling, showing students that real life may present problems which might be solved by mathematical methods. This research indicates that the use of innovative mathematical methods may improve teachers? performance in the classroom.