Teaching potentiation and radication through problem solving: an active methodology in the classroom
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Outros Autores: | |
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 |
Resumo: | 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. |
id |
UCS-4_6ad4ac55eb87b0a1f430693d358f1074 |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/2756 |
network_acronym_str |
UCS-4 |
network_name_str |
Revista de Ensino de Ciências e Matemática - REnCiMa |
repository_id_str |
|
spelling |
Teaching potentiation and radication through problem solving: an active methodology in the classroomEnseñar el poder y la radicación a través de la resolución de problemas: una metodología activa en el aulaEnsinando potenciação e radiciação através da resolução de problemas: uma metodologia ativa na sala de aulaResolução de ProblemasMetodologia de Ensino-Aprendizagem-Avaliação de Matemática Através da Resolução de ProblemasMetodologias AtivasEnsino Fundamental. Potenciação e RadiciaçãoProblem SolvingMethodology of Teaching-Learning-Evaluation of Mathematics Through Problem SolvingActive MethodologiesElementary SchoolPotentiation and RadiciationSolución de ProblemasMetodología de Enseñanza-Aprendizaje-Evaluación de las Matemáticas a Través de la Resolución de ProblemasMetodologías ActivasEnseñanza FundamentalPotenciación y RadiaciónThis 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.Este artículo presenta los resultados de una investigación que buscó evidenciar aportes de la Metodología de Enseñanza-Aprendizaje-Evaluación de las Matemáticas a través de la Resolución de Problemas, una metodología activa, revelada en la resolución de problemas de potenciación y radicación cúbica por parte de estudiantes de 7 ° año de Educación Primaria. Los aportes teóricos de la investigación fueron la resolución de problemas en sus aspectos históricos; el uso de la resolución de problemas en el aula según documentos oficiales; la Metodología de Enseñanza-Aprendizaje-Evaluación de las Matemáticas a través de la Resolución de Problemas como guía para la creación e implementación de problemas y metodologías activas como estrategias de enseñanza, en las que el alumno se convierte en protagonista del proceso de enseñanza y aprendizaje convergiendo con el metodología de enseñanza adoptada. Analizamos dos problemas resueltos por una clase de séptimo grado de la escuela primaria, de una escuela privada en el norte de Paraná. A través de un análisis cualitativo, inspirado en el análisis de contenido, se evidenció que al resolver los problemas se utilizaron diferentes estrategias; se recuperaron los conocimientos previos de los estudiantes; los alumnos y el profesor asumieron nuevos papeles y, en consecuencia, la clase de matemáticas se convirtió en nueva.Neste artigo são apresentados resultados de uma pesquisa que buscou evidenciar contribuições da Metodologia de Ensino-Aprendizagem-Avaliação de Matemática através da Resolução de Problemas, uma metodologia ativa, reveladas na resolução de problemas de potenciação e radiciação cúbicas por alunos do 7º ano do Ensino Fundamental. Os aportes teóricos da pesquisa foram a resolução de problemas em seus aspectos históricos; a utilização da resolução de problemas em sala de aula segundo os documentos oficiais; a Metodologia de Ensino-Aprendizagem-Avaliação de Matemática através da Resolução de Problemas como direcionamento para a criação e implementação dos problemas e as metodologias ativas como estratégias de ensino, em que o aluno torna-se protagonista no processo de ensino e aprendizagem convergindo com a metodologia de ensino adotada. Analisou-se dois problemas resolvidos por uma turma de 7° ano do Ensino Fundamental, de um colégio particular do norte do Paraná. Por meio de uma análise qualitativa, inspirada na Análise de Conteúdo evidenciou-se que ao resolverem os problemas verificou-se a utilização de diferentes estratégias; os conhecimentos prévios dos alunos foram resgatados; os alunos e o professor assumiram novos papéis e, consequentemente, a aula de Matemática se tornou nova.Editora Cruzeiro do Sul2021-03-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/275610.26843/rencima.v12n1a20Revista de Ensino de Ciências e Matemática; v. 12 n. 1 (2021): jan./mar.; 1-252179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/2756/1508https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessMelo, Marcela Camila Picin deJustulin, Andresa Maria2023-05-12T23:05:50Zoai:ojs.pkp.sfu.ca:article/2756Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-05-12T23:05:50Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false |
dc.title.none.fl_str_mv |
Teaching potentiation and radication through problem solving: an active methodology in the classroom Enseñar el poder y la radicación a través de la resolución de problemas: una metodología activa en el aula Ensinando potenciação e radiciação através da resolução de problemas: uma metodologia ativa na sala de aula |
title |
Teaching potentiation and radication through problem solving: an active methodology in the classroom |
spellingShingle |
Teaching potentiation and radication through problem solving: an active methodology in the classroom Melo, Marcela Camila Picin de 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 |
title_short |
Teaching potentiation and radication through problem solving: an active methodology in the classroom |
title_full |
Teaching potentiation and radication through problem solving: an active methodology in the classroom |
title_fullStr |
Teaching potentiation and radication through problem solving: an active methodology in the classroom |
title_full_unstemmed |
Teaching potentiation and radication through problem solving: an active methodology in the classroom |
title_sort |
Teaching potentiation and radication through problem solving: an active methodology in the classroom |
author |
Melo, Marcela Camila Picin de |
author_facet |
Melo, Marcela Camila Picin de Justulin, Andresa Maria |
author_role |
author |
author2 |
Justulin, Andresa Maria |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Melo, Marcela Camila Picin de Justulin, Andresa Maria |
dc.subject.por.fl_str_mv |
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 |
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 |
description |
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. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-03-11 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2756 10.26843/rencima.v12n1a20 |
url |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2756 |
identifier_str_mv |
10.26843/rencima.v12n1a20 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2756/1508 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora Cruzeiro do Sul |
publisher.none.fl_str_mv |
Editora Cruzeiro do Sul |
dc.source.none.fl_str_mv |
Revista de Ensino de Ciências e Matemática; v. 12 n. 1 (2021): jan./mar.; 1-25 2179-426X reponame:Revista de Ensino de Ciências e Matemática - REnCiMa instname:Universidade de Caxias do Sul (UCS) instacron:UCS |
instname_str |
Universidade de Caxias do Sul (UCS) |
instacron_str |
UCS |
institution |
UCS |
reponame_str |
Revista de Ensino de Ciências e Matemática - REnCiMa |
collection |
Revista de Ensino de Ciências e Matemática - REnCiMa |
repository.name.fl_str_mv |
Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS) |
repository.mail.fl_str_mv |
||rencima@cruzeirodosul.edu.br |
_version_ |
1799306131816841216 |