Análise de erros no ensino fundamental: uma transição do 5º para o 6º ano

Detalhes bibliográficos
Ano de defesa: 2015
Autor(a) principal: Castanho, Simone Braga
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de Santa Maria
BR
Educação Matemática e Ensino de Física
UFSM
Programa de Pós-Graduação em Educação Matemática e Ensino de Física
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://repositorio.ufsm.br/handle/1/6758
Resumo: Evaluations carried out in Brazil have revealed that the averages of proficiency in Mathematics have been continuing low in both national and state exams. The influence of teachers training over students learning has been investigated and, generally, it is accepted that problems on training have negative effects over students learning at basic education. Taking into consideration the difficulties in Mathematics and the low averages on official exams, such as SAEB (Brasil, 2005), presented on students learning from the elementary school system of the city of Santa Maria, this research has been carried out based on assumptions from analysis of errors in a public school from this city with 6th graders. From the analysis of students answers, on tests applied by the teacher of two classes, the most common errors were analyzed, classified and grouped. Then, teaching strategies were elaborated from those errors. Soon after the application of the strategies, we applied a new test in order to observe the impact of these strategies on the learning of such contents. With the results, we set teaching workshops for teachers from grades previous to the sixth grade, a questionnaire about the workshops for the participating teachers was applied as well. We think that we have contributed for the teaching of mathematics in that school besides helping with the teaching practice through workshops for teachers and with activities for students, such as games, which helped contemplate the discrepancies in the teaching of mathematics from the errors observed.