ANÁLISE DE ERROS EM MATEMÁTICA: UM ESTUDO COM ALUNOS DE ENSINO SUPERIOR

• Ano de defesa: 2011
• Autor(a) principal: Bortoli, Marcelo de Freitas
• Orientador(a): Cury, Helena Noronha
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Franciscana
• Programa de Pós-Graduação: Mestrado Profissionalizante em Ensino de Física e Matemática
• Departamento: Ensino de Matemática
• País: BR
• Palavras-chave em Português: Educação Matemática; Análise de erros; Matemática básica; Problemas algébricos
• Palavras-chave em Inglês: Mathematics Education; Error analysis; Basic Mathematics; Algebraic problems
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/187; http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/445

This study aimed to analyze the mistakes made by students of Higher Education courses in Administration, Accounting, Agricultural Engineering, Chemistry and Information Systems in a test solution on the discipline of Pre-Calculus, and use them to plan educational strategies which improve their learning in this subject, as well as in the subsequent mathematical subjects in each course. The work was developed with 31 university students of the Instituto Federal do Paraná (IFPR), campus Palmas. The literature review was based on books, articles, dissertations and theses on students' difficulties in solving problems, on algebra and its teaching and on the algebraic thinking. The research is qualitative in nature and were employed, as instruments, questionnaires, tests and notes from classroom observations. The questionnaire provided data on students, all freshmen in IFPR through external transfer or having a bachelor's degree. Categories of errors found in this research were compared with those that Movshovitz-Hadar and colleagues employed in research with high school students; it was possible to note that the technical and computational errors, as well as from algebraic manipulation and incorrect use of algorithms, show the greatest difficulties of students in solving questions. As a product, we elaborated a didactic sequence to help students overcome their difficulties on algebraic operations, particularly in reducing similar terms.