Resolução de problemas: uma abordagem a partir de projetos interdisciplinares
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Data
2015-01
Autores
Orientador
Dullius, Maria Madalena
Banca
Dullius, Maria Madalena
Neide, Italo Gabriel
Martins, Silvana Neumann
Carreira, Susana Paula Graça
Título do periódico
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Resumo
O presente estudo é decorrência da pesquisa realizada com base em uma intervenção pedagógica desenvolvida com alunos do 3º ano do ensino médio politécnico de uma escola da 3ª Coordenadoria Regional de Educação do Vale do Taquari - RS/Brasil. Ao longo dos encontros buscou-se compreender “Qual a influência de projetos interdisciplinares na resolução e formulação de problemas matemáticos?”. O objetivo central desta pesquisa foi analisar e explorar a formulação e a resolução de problemas matemáticos a partir de projetos interdisciplinares. O referencial teórico segue pressupostos que se apoiam nas ideias de Dante (2010), Polya (1978) e Smolle e Diniz (2001), que discorrem sobre a resolução de problemas. Além destes, foram contempladas as ideias de Fazenda (1994) e Cascino (2000), autores que enfatizam a interdisciplinaridade presente nas aulas para a elaboração da intervenção pedagógica. A metodologia utilizada para atingir os objetivos deste estudo foi de caráter qualitativo. A coleta de dados foi realizada através de diário de campo, dos projetos de pesquisa dos estudantes, de um questionário inicial e final e de filmagens dos treze encontros realizados com os sujeitos da intervenção. Nestes encontros exploramos a formulação e a resolução de problemas, a matemática existente nos temas de pesquisa de cada aluno, a resolução dos problemas formulados pelos mesmos e a socialização das atividades. Fundamentados nas respostas e nos relatos dos alunos envolvidos na pesquisa, foi possível averiguar que a resolução de problemas pode ser explorada através de projetos e de temas interdisciplinares. Os resultados que emergiram através da pesquisa realizada foram analisados, sendo possível verificar que as atividades propostas na intervenção pedagógica contribuíram para a produção de novos conhecimentos. Os alunos se aproximaram da matemática presente em sua realidade a partir de momentos de reflexão e diálogo.
This study is the result of a research conducted by an educational intervention developed with students of the 3rd year of a polytechnic high school of the 3rd Regional Coordination of Education of Vale do Taquari – RS/Brazil. Throughout the meetings, we aimed to understand “What is the influence of interdisciplinary projects in the resolution and formulation of mathematical problems?”. The main aim of this research was to analyze and explore the formulation and solving mathematical problems from interdisciplinary projects. The theoretical reference follows assumptions which are based on Dante’s (2010), Polya’s (1978) and Smolle and Diniz’ (2001) ideas, who talk about problem solving. In addition, we considered Fazenda’s (1994) and Cascino’s (2000) ideas, the authors who emphasize the interdisciplinarity in class for the development of pedagogical intervention. The methodology used to achieve the aims of this study was qualitative. The data survey was obtained from a field diary, from the students’ search projects, an initial and a final questionnaire and from shoots of the thirteen meetings with the subjects of the intervention. In those meetings, the formulation and resolution of problems, the mathematic issue present in each student’s search, the resolution of problems formulated by them and the activities socialization were explored. Based on answers and reports of the students involved in the research, it was possible to verify that the problem solving can be explored through projects and interdisciplinary topics. The results that came from the survey were analyzed, and it was possible to verify that the activities proposed in the pedagogical intervention contributed to the production of new knowledge. Students approached mathematics present in their daily lives through moments of reflection and dialogue.
This study is the result of a research conducted by an educational intervention developed with students of the 3rd year of a polytechnic high school of the 3rd Regional Coordination of Education of Vale do Taquari – RS/Brazil. Throughout the meetings, we aimed to understand “What is the influence of interdisciplinary projects in the resolution and formulation of mathematical problems?”. The main aim of this research was to analyze and explore the formulation and solving mathematical problems from interdisciplinary projects. The theoretical reference follows assumptions which are based on Dante’s (2010), Polya’s (1978) and Smolle and Diniz’ (2001) ideas, who talk about problem solving. In addition, we considered Fazenda’s (1994) and Cascino’s (2000) ideas, the authors who emphasize the interdisciplinarity in class for the development of pedagogical intervention. The methodology used to achieve the aims of this study was qualitative. The data survey was obtained from a field diary, from the students’ search projects, an initial and a final questionnaire and from shoots of the thirteen meetings with the subjects of the intervention. In those meetings, the formulation and resolution of problems, the mathematic issue present in each student’s search, the resolution of problems formulated by them and the activities socialization were explored. Based on answers and reports of the students involved in the research, it was possible to verify that the problem solving can be explored through projects and interdisciplinary topics. The results that came from the survey were analyzed, and it was possible to verify that the activities proposed in the pedagogical intervention contributed to the production of new knowledge. Students approached mathematics present in their daily lives through moments of reflection and dialogue.
Descrição
Palavras-chave
Resolução de problemas; Matemática; Interdisciplinaridade; Projetos
Citação
DESSOY, Ana Paula. Resolução de problemas: uma abordagem a partir de projetos interdisciplinares. 2015. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, jan. 2015. Disponível em: http://hdl.handle.net/10737/806.