As operações aritméticas fundamentais na perspectiva da exploração, resolução e proposição de problemas

• Ano de defesa: 2021
• Autor(a) principal: Araujo, Jessica Almeida
• Orientador(a): Andrade, Silvanio de
• Banca de defesa: Andrade, Silvanio de , Freitas, Tiêgo dos Santos , Fernandes, Maria Betânia Sabino
• 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: Aritmética; Ensino de Matemática; Resolução de problemas matemáticos; Ensino Fundamental
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://tede.bc.uepb.edu.br/jspui/handle/tede/3936

The current research aims at the promotion of a reflexive learning on Fundamental Arithmetic Operations through Problem Exploration-Solving-Posing (PESP). This work carries out a qualitative research on pedagogical model, in which due to the pandemic of the New Coronavirus (COVID – 19) had its course remotely through the application Google Meet. The subjects involved are students of the 6th grade of the Brazilian Elementary School of a public school in the city of Baía Formosa-RN, Brazil. The research carries out records of 12 meetings on the intent to discuss the ideas/concepts/meaning of Fundamental Arithmetic Operations through Problem Exploration-Solving-Posing. The data gathering was carried out by a group of problems mediated through meetings and based on notes taken by the author on the development of classes. On the analysis of these meetings, it highlights students have difficulties understanding problems and presenting the mistakes on the algorithm of the operations. However, there are some presented solving approaching different perspectives on the problem solving. The research points out students were considered problems posers, while others shared the task was difficult since they were used to only rely on “the math they were used to”. Furthermore, it highlights the basic four operations as the most difficult process. However, throughout the meetings a change is realized on their perspectives towards the experience, in which focused on autonomy, the process of discussing the solving for the new posed problems, as well as new problems were appearing. It was able, on this context, to present new ideas for specific fundamental operations. Moreover, the participation raised and, with the author mediation, students could understand better the concepts/ideas/meanings of arithmetic operations, without presenting on the beginning the concepts, but problems that concern these ideas. Furthermore, it concludes, then, although is not an easy task, it is possible to work with the Problem Exploration-Solving-Posing methodology, contributing to a reflexive learning of concepts/ideas/meanings of Fundamental Arithmetic Operations. Besides, it is posed new directions on this perspective, such as the wok with other numerical sets, the rational numbers.