Resolução de problemas matemáticos no ensino fundamental: possibilidades a partir da leitura e da escrita
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Data
2015-01
Autores
Orientador
Martins, Silvana Neumann
Banca
Martins, Silvana Neumann
Quartieri, Marli Terezinha
Silva, Jacqueline Silva da
Amado, Nélia Maria Pontes
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Título do Volume
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Resumo
A presente pesquisa buscou investigar a influência de práticas de leitura e de escrita como facilitadoras nos processos de compreensão, interpretação e resolução de problemas matemáticos. A proposta foi desenvolvida com oito alunos de uma turma de 8º ano do Ensino Fundamental, tendo, como fundamentos teóricos, as ideias de Dante (2009) que explicita que uma das dificuldades enfrentadas pelos estudantes na resolução de problemas está relacionada à interpretação dos enunciados. Igualmente foram utilizados os conceitos de Smole e Diniz (2001), que destacam a importância de incentivar o trabalho com leitura de enunciados, assim como a formulação destes, para poder explorar a escrita durante as aulas de Matemática. No decorrer do desenvolvimento desta prática pedagógica, foram explorados textos matemáticos, curiosidades, desafios e enunciados de problemas. Abordou-se, também, a elaboração de problemas a partir de uma resposta já elaborada, explorando a organização e a estrutura de um enunciado. Com a resolução de problemas matemáticos, procurou-se incentivar os alunos a utilizarem diferentes estratégias de resolução de problemas, além de apresentar diversos tipos de problemas, devendo também observar os passos de compreensão e interpretação para elaboração de uma forma de resolução, executando um plano e conferindo o resultado final. Os instrumentos de coleta de dados utilizados, foram diário de campo da pesquisadora, caderno individual dos alunos, entrevista semiestruturada e filmagens. Como resultados, destaca-se a dificuldade enfrentada pelos alunos para interpretar enunciados e a percepção de que, envolvendo a leitura e a escrita durante as aulas de Matemática, conseguiu-se auxiliar os estudantes a obterem êxito na resolução dos problemas propostos.
This study aims at investigating how reading and writing practices may facilitate the processes of comprehension, interpretation and solution of mathematical problems. It was carried out with eight students from 8th year, based on Dante’s ideas (2009) as theoretical foundations, according to which one of the difficulties faced by students when solving mathematical problems is comprehending mathematical sentences. Furthermore, Smole and Diniz’s concepts (2001) are used, which point to the relevance of working with the reading of math sentences, as well as with their writing, to be developed in the math classes. Along this teaching practice, a variety of math problems, curiosities, challenges and sentences were explored, as well as the production of problems from an answer already given, thus exploring and organizing the structure of the math sentence. Regarding the solving of math problems, there was an attempt to stimulate students to use different strategies to do that, once one may encounter several kinds of math problems, and should observe the comprehension and interpretation steps do devise a way to solve them by performing a plan and checking the final results, steps proposed by Polya (1995). The researcher’s field diary, students’ copybooks, semi-structured interviews and filmings were used as tools to collect data. Final outcomes have shown that subjects had difficulties in interpreting math sentences. Moreover, this study has confirmed that working with reading and writing in Math classes helps students to succeed in solving the problems presented.
This study aims at investigating how reading and writing practices may facilitate the processes of comprehension, interpretation and solution of mathematical problems. It was carried out with eight students from 8th year, based on Dante’s ideas (2009) as theoretical foundations, according to which one of the difficulties faced by students when solving mathematical problems is comprehending mathematical sentences. Furthermore, Smole and Diniz’s concepts (2001) are used, which point to the relevance of working with the reading of math sentences, as well as with their writing, to be developed in the math classes. Along this teaching practice, a variety of math problems, curiosities, challenges and sentences were explored, as well as the production of problems from an answer already given, thus exploring and organizing the structure of the math sentence. Regarding the solving of math problems, there was an attempt to stimulate students to use different strategies to do that, once one may encounter several kinds of math problems, and should observe the comprehension and interpretation steps do devise a way to solve them by performing a plan and checking the final results, steps proposed by Polya (1995). The researcher’s field diary, students’ copybooks, semi-structured interviews and filmings were used as tools to collect data. Final outcomes have shown that subjects had difficulties in interpreting math sentences. Moreover, this study has confirmed that working with reading and writing in Math classes helps students to succeed in solving the problems presented.
Descrição
Palavras-chave
Resolução de problemas; Leitura; Escrita; Interpretação; Matemática
Citação
MÜLLER, Ana Paula Krein. Resolução de problemas matemáticos no ensino fundamental: possibilidades a partir da leitura e da escrita. 2015. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, jan. 2015. Disponível em: http://hdl.handle.net/10737/797.