Ensino de expressões algébricas com auxílio de geometria plana e aritmética

• Autor(a) principal: Figueiredo, Sheila Mendes de
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF)
• Texto Completo: http://tede.upf.br:8080/jspui/handle/tede/1834
• topic: Matemática; Estudo e ensino; Álgebra; Geometria plana; Aritmética; Didática; CIENCIAS EXATAS E DA TERRA::MATEMATICA

This dissertation of Master's Degree in Science and Mathematics Teaching of the University of Passo Fundo is linked to Theoretical-Methodological Fundamentals for the teaching of Science and Mathematics research line. The objective was provide conditions for the understanding the concept of algebraic expressions and their operationalization, for the improvement of the algebraic thinking of the students involved, by proposing a didactic sequence involvingplane geometry and arithmetic. The guiding question of the research was: “Knowing the importance that algebra has to accentuate abstract thinking, how to improve the level of abstract reasoning of the student, so as to enable him to solve situations involving algebraic expressions? ” The research, developed following qualitative approach, is characterized as an action research. Data collection was performed through the logbo ok, in which the tasks developed were reported, as well as the teacher's perceptions about them. The work to which it refers, has as educational product, a didactic sequence, guided by the Socio-historical Theory of Lev Vygotsky, as well as was developed taking into account the stages of Didactic Engineering. The didactic sequence elaborated was destined to students of the 8th year of the elementary school, lasting of sixteen meetings, of one hour each. It was applied in a class of 27 students from a school located in the municipality of São José do Ouro/RS. It is concluded from the results obtained that the didactic sequence enabled the students involved in the proposed activity to develop an abstract thinking in a more fluid way, since it was verified that they became skilled at solving situations involving algebraic expressions. In addition, according to the situations experienced, it was possible to perceive that when introducing new content one must associate it with the previous knowledge of the students, since this favors the learning of concepts and also that manipulative materials must be used because they favor the improvement of reasoning. The educational product accompanying the study refers to the elaborate didactic sequence and is made available in the form of teacher support material on the program website and the eduCapes Portal <http://educapes.capes.gov.br/handle/capes/553543>.