Aprendizagem significativa de sistemas de equações de 1º grau: uma sequência didática para alunos do ensino fundamental

• Ano de defesa: 2021
• Autor(a) principal: Rodrigues, Rodrigo Junior
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Ensino de Ciências e Matemática (Mestrado Profissional)
• Palavras-chave em Português: Pensamento algébrico; Sistema de equações de 1º grau; Sequência didática; Aprendizagem significativa; Resolução de problemas; Algebraic thinking.; 1st degree Equation Systems.; Didactic sequence; Significant learning; Problem solving; CNPQ::CIENCIAS EXATAS E DA TERRA; Ciência - Estudo e ensino; Equações - Soluções numéricas; Matemática (Ensino fundamental)
• Link de acesso: https://repositorio.ufu.br/handle/123456789/33514; https://doi.org/10.14393/ufu.di.2021.589

The following academic study aims to analyze a didactic proposal for 1st degree Equation Systems headed to 8th year Elementary School students, based on problem solution. There has been analyzed i) the significant potentiality of the material and ii) the aspects of the algebraic thinking development when learning an algebraic strategy as from arithmetic problem-solving strategies. The learning sequence, composed by six exercises and applied by the researcher during ordinary classes, gave rise to the teacher’s research. From there on dialogues among students were observed and notes were taken, and the students’ written down answers for the exercises were checked. It was concluded that the produced didactic sequence showed characteristics of a significant potential material, by the analyze of the logical structure of activities organization, prior knowledge evidenced in problem solving, the relation with the strategy learned and the teaching intermediation in the learning procedures. There were indications that most of the students advanced in the algebraic thinking development once they achieved a good performance when they used the algebraic strategies learned and it was possible to identify some actions referring to algebra distinct dimensions. In addition to considering the contribution of this research to this teacher’s educational background, it is expected that the result of this work might help other teachers in the introductory phase of the 1st degree Equation System subject.