Elaboração e resolução de problemas como estratégias didáticopedagógicas para o ensino de geometria analítica

• Ano de defesa: 2022
• Autor(a) principal: Nascimento, Cledson Santos do.
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Maranhão; Brasil; Campus São Luis Centro de Educação, Ciências Exatas e Naturais – CECEN; MESTRADO PROFISSIONAL EM MATEMATICA EM REDE NACIONAL - PROFMAT; UEMA
• Palavras-chave em Português: Matemática - Ensino; Elaboração de problemas; Motivação; Geometria - Análise; Mathematics - Teaching; Problem elaboration; Motivation; Geometry - Analysis; Geometria Algébrica
• Link de acesso: https://repositorio.uema.br/jspui/handle/123456789/3616

This work addresses the theme Elaboration and Problem Solving as Didactic- Pedagogical Strategies in the Teaching of Analytical Geometry. The locus of the research was the Maura Jorge de Melo Teaching Center School in Lago da Pedra - MA. The purpose of the research was to offer an alternative experience on a pedagogical didactic approach in the teaching of Mathematics, especially with regard to the practice of exercises. The problematizing question that guided this work was: what is the pedagogical efficiency of the student's construction of problems in the teaching-learning process? The research subjects were 30 (thirty) students from two classes of the 3rd year of high school at the aforementioned school. The research approach is qualitative in terms of action research, as the teacher who carried out the teaching experience is the researcher. The starting hypothesis of the research would be that active teaching methodologies can provide students with an improvement in their learning. What is expected is that this research can contribute to other practices of other teachers that, from the application of such a teaching strategy of Mathematics, results in a significant improvement in the quality of teaching, as well as its use in the creative and critical development of students. students, making them the protagonists of the learning process and, thus, improving the quality of students' mathematical learning. The construction and resolution of problems by the students allowed a positive evaluation of their performance through the methodologies applied between two groups. The bibliographic survey made it possible to clarify and support the case study carried out. The analysis of the results obtained allowed us to verify that when students elaborate problems with a given content, there is a gain in understanding of it, as well as a greater interest in the applications of Mathematics and its learning