Matemática e plantio de milho: uma experimentação com alunos do 7° ano do ensino fundamental
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Data
2024
Autores
Orientador
Rehfeldt , Márcia Jussara Hepp
Banca
Giongo, Ieda Maria
Strohschoen, Andreia Aparecida Guimarães
Moro, Fernanda
Título do periódico
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Título do Volume
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Resumo
Este trabalho evidencia resultados oriundos de uma prática pedagógica efetivada com um grupo de vinte alunos de uma escola pública municipal, desenvolvida usando aproximações da Modelagem Matemática. O objetivo geral foi explorar subtemas matemáticos relacionados ao plantio do milho1. Com a finalidade de alcançar o mencionado objetivo, aconteceram doze encontros, em que os alunos foram impulsionados a estabelecer relação com a temática “plantio de milho” e a Matemática. Trata-se de uma pesquisa que combina uma abordagem qualitativa e participante. Os instrumentos de coleta de dados foram o diário de campo da professora, diário de campo dos alunos, gravadores de voz, fotografias e um questionário, realizando-se uma análise descritiva destes dados. Quanto aos resultados, pode-se afirmar que a prática possibilitou a exploração de quatro subtemas, os quais envolveram a temática milho. Os conteúdos problematizados e emergentes foram multiplicação e divisão, regra de três, aritmética e média aritmética, e medidas de capacidade e frações. Os alunos desenvolveram os cálculos com entusiasmo e motivação e conseguiram observar a relação da matemática com a cultura do milho que faz parte dos seus cotidianos. No que tange aos modelos matemáticos, estes aparecerem sob forma de desenhos, tabelas, esquema de contagem e representação fracionária. Por fim, menciona-se a confecção do produto educacional intitulado “Prática Pedagógica envolvendo o plantio de milho e a matemática nos Anos Finais do Ensino Fundamental”.
This work highlights results arising from a pedagogical practice carried out with a group of twenty students from a municipal public school, developed using Mathematical Modeling approaches. The general objective was to explore mathematical subtopics related to corn planting. In order to achieve the aforementioned objective, twelve meetings took place, in which students were encouraged to establish a relationship with the theme “corn planting” and Mathematics. This is research that combines a qualitative and participatory approach. The data collection instruments were the teacher's field diary, students' field diary, voice recorders, photographs and a questionnaire, carrying out a descriptive analysis of these data. As for the results, it can be stated that the practice enabled the exploration of four subtopics, which involved the corn theme. The problematized and emerging contents were multiplication and division, rule of three, arithmetic and arithmetic mean, and capacity measurements and fractions. The students carried out the calculations with enthusiasm and motivation and were able to observe the relationship between mathematics and the corn crop that is part of their daily lives. Regarding mathematical models, these appear in the form of drawings, tables, counting schemes and fractional representations. Finally, mention is made of the creation of the educational product entitled “Pedagogical Practice involving corn planting and mathematics in the Final Years of Elementary School”.
This work highlights results arising from a pedagogical practice carried out with a group of twenty students from a municipal public school, developed using Mathematical Modeling approaches. The general objective was to explore mathematical subtopics related to corn planting. In order to achieve the aforementioned objective, twelve meetings took place, in which students were encouraged to establish a relationship with the theme “corn planting” and Mathematics. This is research that combines a qualitative and participatory approach. The data collection instruments were the teacher's field diary, students' field diary, voice recorders, photographs and a questionnaire, carrying out a descriptive analysis of these data. As for the results, it can be stated that the practice enabled the exploration of four subtopics, which involved the corn theme. The problematized and emerging contents were multiplication and division, rule of three, arithmetic and arithmetic mean, and capacity measurements and fractions. The students carried out the calculations with enthusiasm and motivation and were able to observe the relationship between mathematics and the corn crop that is part of their daily lives. Regarding mathematical models, these appear in the form of drawings, tables, counting schemes and fractional representations. Finally, mention is made of the creation of the educational product entitled “Pedagogical Practice involving corn planting and mathematics in the Final Years of Elementary School”.
Descrição
Palavras-chave
Modelagem Matemática; Plantio de milho; Matemática; Mathematical Modeling; Corn planting; Mathematics
Citação
ARAÚJO, Samara Silva. Matemática e plantio de milho: uma experimentação com alunos do 7° ano do ensino fundamental. 2024. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 19 abr. 2024. Disponível em: http://hdl.handle.net/10737/4583.