ENSINO E APRENDIZAGEM DE PROBABILIDADE ATRAVÉS DA METODOLOGIA DE RESOLUÇÃO DE PROBLEMAS

• Autor(a) principal: Gaffuri, Stefane Layana
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional Universidade Franciscana
• Texto Completo: http://tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/135; http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/388
• topic: Resolução de Problemas; Probabilidade; Ensino e Aprendizagem de Matemática; Problem Solving. Probability. Mathematics teaching and learning; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA

The present work´s aimed to analyze the contributions that the Teaching-Learning-Assessment methodology through Problem Solving provides learning in early Probability concepts. The research subjects were students from one third semester class, from the Administration course, in the Statistics subject, from Centro Universitário Franciscano UNIFRA, in Santa Maria RS. In the theoretical chapter, we address the Probability and its different approaches, the research starts with a historical introduction, followed by an analysis of its applications and concepts, and also for the search of works from other authors who had referred to teaching and learning this content. The research was a qualitative type and the collected dada was based on the participant observation during the development of the activities developed by the students in groups, registered in the researcher and the students ´ field diary. The activities developed in the classroom followed the steps of Problem Solving method, suggested by Onuchic and Allevato (2009): problem preparation, individual reading of the problem, group reading, problem solving, observation and encouraging, solving record on the blackboard, plenary, search of agreement and formalization of the content. The activities developed in the classroom were organized in learning sessions, aiming the concept building of Probability. The research linked the use of manipulative to solve problems, it providing visualization, questioning, reflection and construction of knowledge by students. The results indicated that in front of an unknown math concept, the students tried to mean it by means of their conceptual images which already exist and the new ones built during the activities. It was possible to identify, also, the difficulty to group in creating strategies, argue and formulate mathematical ideas. Also, the results of the research indicate the importance of problem solving as a teaching strategy, which can provide the students the building of their knowledge.