A interpretação de enunciados em problemas de aritmética : um estudo das dificuldades dos alunos dos sextos anos do ensino fundamental em uma escola estadual de Aracaju

• Ano de defesa: 2015
• Autor(a) principal: Melo, Suzana Gama dos Santos
• Orientador(a): Silva, Veleida Anahí da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• País: BR
• Palavras-chave em Português: Engenharia didática; Teoria das situações didáticas; Sequência didática; Resolução de problemas
• Palavras-chave em Inglês: Didactic engineering; Didactic situations theory; Teaching sequence; Troubleshooting
• Área do conhecimento CNPq: CNPQ::OUTROS::CIENCIAS
• Link de acesso: https://ri.ufs.br/handle/riufs/5125

This research emphasized the didactic engineering methodology developed by Michele Artigue to try to identify the difficulties students, who are in the sixth grade of the elementary school of a public school in Aracaju, have regarding the interpretation of arithmetic problems. We applied a didactic sequence composed by six activities based on Dante´s book (Problem formulation and solving) and inspired by Brousseau´s didactic situations theory. The sequence was analysed according to the Polya schemes. At the end of this analysis we were able to answer the questions of our research. Based on the results, we concluded that, to solve an arithmetic problem situation, it is necessary that the students understand not only the questions proposed, but the students also have to understand the concepts, and they have to be able to develop appropriate algorithms according to each situation and also to want to solve the proposed problem.