RESOLUÇÃO DE PROBLEMAS: UMA METODOLOGIA ATIVA PARA O ENSINO DE FUNÇÃO AFIM NA PERSPECTIVA DA FORMAÇÃO INTEGRAL

Abstract

In the classroom, we face several challenges in everyday school life, one of them is to create situations that arouse the interest and involvement of students in the teaching-learning process, especially for the subject of mathematics. Therefore, it is necessary to create proper conditions to the teaching-learning process of the mathematical concepts, seeking active teaching methodological alternatives that favor the learning situations and that lead the student to the construction of his critical, reflective, autonomous thinking and make him able to transform his reality through his own actions. The present study aimed to evaluate problem solving as an active methodology for the teaching of related functions in a class of the 1st grade of high school at an educational institution affiliated to the state system of education in the state of Goiás. For this, we developed a qualitative research of the case study-type with elaboration and application of the educational product in the form of didactic sequence in order to promote the teaching of initial concepts of similar function from the Teaching-Learning-Evaluation Methodology of Mathematics. This was done through Problem Solving in a teaching perspective that is committed to the purpose of the integral education of the student and his performance as a citizen in the most varied situations of everyday life. The didactic sequence, the educational product of this study, comprised the collection of data together with the application of two structured questionnaires to the study participants. The analysis of the produced and collected data in this study was done according to the technique of content analysis from the perspective of Bardin. The realization of this work led to the understanding that the use of active methodologies and, especially, the resolution of problems in the teaching and learning process can favor the involvement of students in teaching situations, enabling different ways to demonstrate autonomy, creativity, participation and collaborative capacity.