Resolução de problemas como ferramenta para o letramento matemático no Ensino Fundamental II

• Autor(a) principal: Nóbrega, Aline Lanzotti de Morais
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/17098
• topic: Resolução de problemas; Letramento matemático; Modelagem matemática; Ensino Fundamental; Ensino-Aprendizagem; Problem-solving; Mathematical literacy; Mathematical modelling; Middle school; Teaching-Learning; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

This work aims at presenting the problem-solving methodology as a tool to improve mathematical literacy of 8th grade middle school students. Polya’s four-step problem- solving process is a widely known method for solving mathematical problems, which develops the student’s autonomy and their reading performance of mathematical problems. It enhances their mathematical reasoning and understanding at different levels of difficulty. It also gives them skills to deal with context-based problems from real life. Education in the digital era increasingly requires a strong foundation in mathematics. Evidence from proficiency data of 2021 in mathematics for the state of São Paulo and the whole country shows a steep decline due to the impact of the Covid pandemic, reverting the gradual improvements of the last decade. The difficult situation of education today needs to be studied and understood to get to target the most efficient pedagogical interventions. A comparative study between two different methodologies was carried out at a middle school math class treating percentages. In the former, a more traditional problem solving method was employed, while the second applied Polya’s four-step problem-solving method to a student’s real life situation. A questionnaire at the end of the study revealed positive and negative aspects. On the one hand the Polya’s method led to more motivated, meaningful learning and to the reflection on knowledge, where on the other hand the difficulty of engaging the students with a non-conventional method was mentioned.