A implementação do processo de ensino e aprendizagem de Matemática através de resolução de problemas na perspectiva da aprendizagem significativa

• Ano de defesa: 2015
• Autor(a) principal: Santos, Rossiter Ambrósio dos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Exatas e da Terra (ICET); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM
• Palavras-chave em Português: Processo de ensino e aprendizagem da matemática; Resolução de problemas de matemática; Funções matemáticas; Aprendizagem significativa; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Teaching process and learning of mathematics; Mathematics problem solving; Mathematical functions; Meaningful learning
• Link de acesso: http://ri.ufmt.br/handle/1/5182

Since the last quarter of the twentieth century it has seen a growing presence of mathematics in various fields of human activity. This fact places before the school, the question: How to make the learning process more enjoyable learning of mathematics more meaningful, more enjoyable and more applicable in everyday life? In concerning this, since 1980 the reforms that took place in the Brazilian school curriculum have highlighted Problem Solving as a teaching and pedagogical method of relevance to the intellectual development of students and to make more effective the teaching process learning Mathematics However, research carried out by graduate students Mathematics, State University of Roraima - UERR, Campus Rorainópolis, can attest to the National Curriculum Parameters (BRAZIL, 1998) which states that teachers know little about the concepts and resolution method approaches Problems. This fact implies the need to be more references on the implementation of problem solving in the process of teaching and learning of mathematics in the classroom. Seeking to contribute to a solution to this problem, in this research, the author presents a pedagogical model built on the basis of the theory of Meaningful Learning, in which mathematics trouble solving is the driver element and reorganizing the teaching and learning of mathematics according to the methodological perspective of Onuchic and Allevato (2004). The model was structured taking into account the socio-psychological characteristics of students of Mathematics Basic Course I, the Degree in Mathematics, State University of Roraima (UERR), emphasizing the study of mathematical functions, a topic that has great importance for learning in understanding from other disciplines, such as Calculus I and II and Linear algebra, faced by students in the early graduation. The model was tested with students in Bachelor of Mathematics (UEER), future teachers of mathematics, through the educational intervention technique with research in the classroom. The constructs and analyzes follow the criterion of experts, based on the investigative Systemic Structural Method. From the results of this study intends to defend the thesis that from an appropriate methodological guidance on the basis of the implementation of a pedagogical model structuring the theory of meaningful learning, can contribute to the improvement of teaching math learning through Troubleshooting in the "Basic Mathematics I" course at the State University of Roraima (UERR), Campus Rorainópolis / RR.