Pensamento algébrico em alunos do 7º ano: uma abordagem com investigações matemáticas

• Ano de defesa: 2024
• Autor(a) principal: Vargas, Rafaella Freitas de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação Matemática e Ensino de Física; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Educação Matemática; Educação básica; Ensino Fundamental; Equações Polinomiais do 1º Grau; Tarefas de investigação; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/33670

This Master's dissertation in Mathematics Education is about learning algebra in the final years of elementary school. Based on the researcher's concerns about this issue, the main objective of this research is to analyze the signs of formation and development of language and algebraic thinking in 7th grade elementary school students through research tasks that deal with the introduction of concepts related to 1st Degree Polynomial Equations. Data collection took place at the State School of Basic Education Professor Margarida Lopes, in the city of Santa Maria, RS, where the researcher works as a teacher. The fieldwork was carried out in eight meetings and the Mathematical Investigations methodology was used as a theoretical contribution. Nine research tasks were planned and applied to identify the formation and development of algebraic thinking. The research had a qualitative approach, using four instruments to collect data: questionnaire, observation, field diary and a form with the resolutions produced by the students during the meetings. The observations were recorded using audio and video recordings and photographs. With the analysis and discussion of the data collected, we noticed that the research tasks developed allowed the student to enter the process of constructing concepts related to 1st Degree Polynomial Equations. Thus, the use of Mathematical Investigations as a teaching methodology provided a rich moment for learning, bringing students closer to the content studied. This methodology proved to be an important tool, as it generated interest and motivation on the part of the students, developing a favorable environment for the development of algebraic thinking. In addition to representing a challenging situation for both the students and the researcher.