Explorando o pensamento algébrico nos anos iniciais do ensino Fundamental na perspectiva da resolução de problemas

• Ano de defesa: 2023
• Autor(a) principal: Andrade, Yara de Fátima Nascimento
• Orientador(a): Azerêdo, Maria Alves de
• Banca de defesa: Angelo, Cristiane Borges, Andrade, Silvanio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• 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: BR
• Palavras-chave em Português: Resolução de problemas; Álgebra; Anos iniciais; Sequências repetitivas
• Área do conhecimento CNPq: ENSINO-APRENDIZAGEM
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/74110

This study aims to analyze the contributions of the Problem Solving methodology in the context of teaching Algebra, specifically, through repetitive sequences. To this end, we developed a qualitative and pedagogical research, since we had the classroom as a field of investigation. We discuss the PR methodology by making a historical rescue and considering different conceptions and approaches, emphasizing it as a methodology for teaching Algebra. About Algebra in the early years we discuss the main ideas of the curricular guidelines, taking the focus of the investigative work with repetitive sequences. The research was carried out in a classroom of the 5th year of the Initial Years of Elementary School of a public school in the municipality of Camutanga - PE. Based on Onuchic (2017), a sequence of activities was planned and experienced organized in 7 moments, in which students had to solve problem situations involving the content of repetitive sequences. After analyzing all the material, we considered that the students involved in the research presented good results. The data were organized in tables according to categories of analysis. We also highlight that the methodology adopted to carry out this study was relevant, as the students were active in the entire process of knowledge construction, being autonomous subjects and motivated to seek solutions to the situations presented. The PR methodology contributed to the development of skills of listening, concentration, formulation and validation of hypotheses, as well as the appropriation of mathematical ideas and concepts.