Arithmetic Progression: a proposal for teaching and learning through Problem Solving

Detalhes bibliográficos
Autor(a) principal: de Vargas, Claudia Vieira
Data de Publicação: 2020
Outros Autores: Noguti, Fabiane Cristina Hopner
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Educação Matemática (Online)
Texto Completo: https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/275
Resumo: The following article is a piece of a Master’s research, in which investigates the teaching and learning of arithmetic progression in a learning environment through problem solving. The participants were students from the first year of high school at a private school in Santa Maria / RS. The data collect was developed in eight meetings and used the Methodology of Teaching-Learning-Assessment of Mathematics as a theoretical support, through the Problem Solving proposed by Allevato and Onuchic (2014).  The problems that were planned and applied would allow the construction and formalization of such content. It is a qualitative research and the data collection was carried out through questionnaires, observation and documentary analysis. The records of the observations were as follows: field diary, audio recordings, and photographs. With the analysis and discussion of the collected data we noticed that the developed problems inserted the students in the process of constructing the concepts, making them producers of their own knowledge, because the strategies used in the resolution of the problems led to reflection, contributing to the recognition, systematization and formalization of mathematical concepts. Thus, the use of problem solving as a teaching methodology favored the students´ approach with the content in question, due to a less abstract manner. This methodology has become an important strategy that generated great interest and motivation on the part of students, developing a favorable environment for the learning of Mathematics.
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spelling Arithmetic Progression: a proposal for teaching and learning through Problem SolvingProgresión Aritmética: una propuesta para enseñar y aprender a través de la Resolución de ProblemasProgressão aritmética: uma proposta de ensino e aprendizagem através da Resolução de ProblemasArithmetic ProgressionMathematics TeachingProblem SolvingProgresión AritméticaEnseñanza de MatemáticasResolución de ProblemasProgressão AritméticaMetodologiaResolução de Problemas.The following article is a piece of a Master’s research, in which investigates the teaching and learning of arithmetic progression in a learning environment through problem solving. The participants were students from the first year of high school at a private school in Santa Maria / RS. The data collect was developed in eight meetings and used the Methodology of Teaching-Learning-Assessment of Mathematics as a theoretical support, through the Problem Solving proposed by Allevato and Onuchic (2014).  The problems that were planned and applied would allow the construction and formalization of such content. It is a qualitative research and the data collection was carried out through questionnaires, observation and documentary analysis. The records of the observations were as follows: field diary, audio recordings, and photographs. With the analysis and discussion of the collected data we noticed that the developed problems inserted the students in the process of constructing the concepts, making them producers of their own knowledge, because the strategies used in the resolution of the problems led to reflection, contributing to the recognition, systematization and formalization of mathematical concepts. Thus, the use of problem solving as a teaching methodology favored the students´ approach with the content in question, due to a less abstract manner. This methodology has become an important strategy that generated great interest and motivation on the part of students, developing a favorable environment for the learning of Mathematics.Este artículo es un recorte de una pesquisa de maestría que investiga la enseñanza y el aprendizaje de la progresión aritmética en un entorno de enseñanza utilizando resolución de problemas. Los participantes fueron estudiantes del primer año de secundaria en una escuela privada en Santa Maria/RS. La investigación, desarrollada en ocho reuniones, utilizó la contribución teórica de la metodología enseñanza-aprendizaje-evaluación de las matemáticas a través de la resolución de problemas propuesta por Allevato y Onuchic (2014). Se planificaron y aplicaron problemas para permitir la construcción y formalización de dicho contenido. Se trata de una investigación cualitativa y la recolección de datos se realizó mediante cuestionarios, observación en el aula y análisis documental. Los documentos analizados consistieron especialmente en las resoluciones producidas por los estudiantes durante las reuniones y los registros de las observaciones se realizaron de las siguientes maneras: diario de campo, grabaciones de audio y fotografías. Con el análisis y la discusión de los datos recogidos, nos dimos cuenta que los problemas desarrollados permitieron la inserción del alumno en el proceso de construcción de conceptos, convirtiéndolos en productores de sus propios conocimientos, ya que las estrategias utilizadas para resolver los problemas proporcionaron reflexión, contribuyendo al reconocimiento, sistematización y formalización de conceptos matemáticos. Por lo tanto, el uso de la resolución de problemas como metodología de enseñanza favoreció el enfoque del alumno con el contenido estudiado de una manera menos abstracta. Esta metodología se ha convertido en una estrategia importante que ha generado un mayor interés y motivación por parte de los alumnos, desarrollando un ambiente favorable para el aprendizaje de las matemáticasO presente artigo é o recorte de uma pesquisa de mestrado, a qual investiga o ensino e a aprendizagem da progressão aritmética em um ambiente de ensino, através da resolução de problemas. Os participantes foram alunos do 1º ano do Ensino Médio, de uma escola particular, localizada em Santa Maria /RS. A coleta de dados, desenvolvida em oito encontros, utilizou como aporte teórico a Metodologia de Ensino-Aprendizagem-Avaliação de Matemática através da Resolução de Problemas proposta por Allevato e Onuchic (2014). Foram planejados e aplicados problemas que possibilitassem a construção e formalização de tal conteúdo. É uma pesquisa de natureza qualitativa e a coleta de dados foi realizada por questionários, observação em sala de aula e análise documental. Os documentos analisados consistiram, especialmente, nas resoluções produzidas pelos alunos durante os encontros e os registros das observações, os quais ocorreram das seguintes maneiras: diário de campo, gravações em áudio e fotografias. Com a análise e discussão dos dados coletados notamos que os problemas desenvolvidos permitiram a inserção do aluno no processo de construção dos conceitos, tornando-os produtores do próprio conhecimento, pois as estratégias utilizadas na resolução dos problemas propiciaram a reflexão, contribuindo para o reconhecimento, a sistematização e a formalização dos conceitos matemáticos. Assim, a utilização da resolução de problemas como metodologia de ensino favoreceu a aproximação do aluno com o conteúdo estudado de maneira menos abstrata. Essa metodologia se tornou uma importante estratégia, que gerou maior interesse e motivação por parte dos educandos, desenvolvendo um ambiente favorável à aprendizagem de Matemática.Sociedade Brasileira de Educação Matemática (SBEM)2020-05-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/27510.37001/remat25269062v17id275Revista de Educação Matemática; Vol. 17 (2020): Publicação Contínua; e020024Revista de Educação Matemática; ##issue.vol## 17 (2020): Publicação Contínua; e020024Revista de Educação Matemática; Vol. 17 (2020): Publicação Contínua; e020024Revista de Educação Matemática; v. 17 (2020): Publicação Contínua; e0200242526-9062reponame:Revista de Educação Matemática (Online)instname:Sociedade Brasileira de Educação Matemática (SBEM)instacron:SBEMporhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/275/pdfCopyright (c) 2020 Claudia Vieira de Vargas, Fabiane Cristina Hopner Nogutiinfo:eu-repo/semantics/openAccessde Vargas, Claudia VieiraNoguti, Fabiane Cristina Hopner2021-05-05T18:50:59ZRevistahttps://www.revistasbemsp.com.br/index.php/REMat-SPONG
dc.title.none.fl_str_mv Arithmetic Progression: a proposal for teaching and learning through Problem Solving
Progresión Aritmética: una propuesta para enseñar y aprender a través de la Resolución de Problemas
Progressão aritmética: uma proposta de ensino e aprendizagem através da Resolução de Problemas
title Arithmetic Progression: a proposal for teaching and learning through Problem Solving
spellingShingle Arithmetic Progression: a proposal for teaching and learning through Problem Solving
de Vargas, Claudia Vieira
Arithmetic Progression
Mathematics Teaching
Problem Solving
Progresión Aritmética
Enseñanza de Matemáticas
Resolución de Problemas
Progressão Aritmética
Metodologia
Resolução de Problemas.
title_short Arithmetic Progression: a proposal for teaching and learning through Problem Solving
title_full Arithmetic Progression: a proposal for teaching and learning through Problem Solving
title_fullStr Arithmetic Progression: a proposal for teaching and learning through Problem Solving
title_full_unstemmed Arithmetic Progression: a proposal for teaching and learning through Problem Solving
title_sort Arithmetic Progression: a proposal for teaching and learning through Problem Solving
author de Vargas, Claudia Vieira
author_facet de Vargas, Claudia Vieira
Noguti, Fabiane Cristina Hopner
author_role author
author2 Noguti, Fabiane Cristina Hopner
author2_role author
dc.contributor.author.fl_str_mv de Vargas, Claudia Vieira
Noguti, Fabiane Cristina Hopner
dc.subject.por.fl_str_mv Arithmetic Progression
Mathematics Teaching
Problem Solving
Progresión Aritmética
Enseñanza de Matemáticas
Resolución de Problemas
Progressão Aritmética
Metodologia
Resolução de Problemas.
topic Arithmetic Progression
Mathematics Teaching
Problem Solving
Progresión Aritmética
Enseñanza de Matemáticas
Resolución de Problemas
Progressão Aritmética
Metodologia
Resolução de Problemas.
description The following article is a piece of a Master’s research, in which investigates the teaching and learning of arithmetic progression in a learning environment through problem solving. The participants were students from the first year of high school at a private school in Santa Maria / RS. The data collect was developed in eight meetings and used the Methodology of Teaching-Learning-Assessment of Mathematics as a theoretical support, through the Problem Solving proposed by Allevato and Onuchic (2014).  The problems that were planned and applied would allow the construction and formalization of such content. It is a qualitative research and the data collection was carried out through questionnaires, observation and documentary analysis. The records of the observations were as follows: field diary, audio recordings, and photographs. With the analysis and discussion of the collected data we noticed that the developed problems inserted the students in the process of constructing the concepts, making them producers of their own knowledge, because the strategies used in the resolution of the problems led to reflection, contributing to the recognition, systematization and formalization of mathematical concepts. Thus, the use of problem solving as a teaching methodology favored the students´ approach with the content in question, due to a less abstract manner. This methodology has become an important strategy that generated great interest and motivation on the part of students, developing a favorable environment for the learning of Mathematics.
publishDate 2020
dc.date.none.fl_str_mv 2020-05-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/275
10.37001/remat25269062v17id275
url https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/275
identifier_str_mv 10.37001/remat25269062v17id275
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/275/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2020 Claudia Vieira de Vargas, Fabiane Cristina Hopner Noguti
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Claudia Vieira de Vargas, Fabiane Cristina Hopner Noguti
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Sociedade Brasileira de Educação Matemática (SBEM)
publisher.none.fl_str_mv Sociedade Brasileira de Educação Matemática (SBEM)
dc.source.none.fl_str_mv Revista de Educação Matemática; Vol. 17 (2020): Publicação Contínua; e020024
Revista de Educação Matemática; ##issue.vol## 17 (2020): Publicação Contínua; e020024
Revista de Educação Matemática; Vol. 17 (2020): Publicação Contínua; e020024
Revista de Educação Matemática; v. 17 (2020): Publicação Contínua; e020024
2526-9062
reponame:Revista de Educação Matemática (Online)
instname:Sociedade Brasileira de Educação Matemática (SBEM)
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instname_str Sociedade Brasileira de Educação Matemática (SBEM)
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institution SBEM
reponame_str Revista de Educação Matemática (Online)
collection Revista de Educação Matemática (Online)
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