Teaching potentiation and radication through problem solving: an active methodology in the classroom

• Autor(a) principal: Melo, Marcela Camila Picin de
• Data de Publicação: 2021
• Outros Autores: Justulin, Andresa Maria
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2756
• topic: Resolução de Problemas; Metodologia de Ensino-Aprendizagem-Avaliação de Matemática Através da Resolução de Problemas; Metodologias Ativas; Ensino Fundamental. Potenciação e Radiciação; Problem Solving; Methodology of Teaching-Learning-Evaluation of Mathematics Through Problem Solving; Active Methodologies; Elementary School; Potentiation and Radiciation; Solución de Problemas; Metodología de Enseñanza-Aprendizaje-Evaluación de las Matemáticas a Través de la Resolución de Problemas; Metodologías Activas; Enseñanza Fundamental; Potenciación y Radiación

This article presents the results of a research that sought to evidence contributions from the Teaching-Learning-Assessment Methodology of Mathematics through Problem Solving, an active methodology, revealed in the solving of cubic potentiation and radication problems by students of the 7th year of Elementary School. The theoretical framework of the research were the Problem Solving in their historical aspects; the use of solving problem in the classroom according to official documents; the Teaching-Learning- Evaluation Methodology of Mathematics through Problem Solving as a guide for the creation and implementation of problems and active methodologies as teaching strategies, in which the student becomes a protagonist in the teaching and learning process converging with the teaching methodology adopted. Two problems solved by a class of 7th grade of the elementary school, from a private school in northern Paraná, were analyzed. Through a qualitative analysis, inspired by the content analysis, it was evidenced that when solving the problems different strategies were used; the students' previous knowledge was recovered; the students and the teacher took on new roles and, consequently, the mathematics class became new.