RESOLUÇÃO DE PROBLEMAS E O ENSINO DE FUNÇÕES NO ENSINO MÉDIO: POSSIBILIDADES PARA O DESENVOLVIMENTO DE HABILIDADES MATEMÁTICAS

• Ano de defesa: 2024
• Autor(a) principal: Ferreira, José Nunes
• Orientador(a): Bemme, Luis Sebastião Barbosa
• Banca de defesa: Bulegon, Ana Marli, Flôres, Marcia Viaro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Franciscana
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Matemática
• Departamento: Ensino de Ciências e Matemática
• País: Brasil
• Palavras-chave em Português: Ensino; Aprendizagem; Resolução de problemas; Modelagem.
• Palavras-chave em Inglês: Teaching; Learning; Problem Solving; Modeling.
• Área do conhecimento CNPq: Ensino de Ciências e Matemática
• Link de acesso: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1324

This research is linked to the Research Line of Teaching and Learning in Science and Mathematics from the Academic Master's program in the Graduate Program in Science and Mathematics Education at the Universidad Francescana. The aim of this investigation is to analyze the contributions that a Didactic Sequence, organized around the principles of Problem Solving, brings to the development of skills related to the concepts of linear and quadratic functions, for first-year high school students. The actions of this study were carried out with first-year high school students enrolled at a public state school in the city of Boa Vista, the capital of the state of Roraima. Data collection was carried out through audio recordings of classes, photographic records, and written records from the students. Data analysis will be based on Bardin's (2016) Content Analysis principles. As a result, it was observed that the methodology based on Problem Solving facilitated the internalization of the concepts of functions as well as the perception of mathematics applied to real-world problems. On the other hand, the methodology contributed to the development of mathematical skills and, consequently, to a broader view of the mathematical object under study.