EDUCAÇÃO MATEMÁTICA E A RESOLUÇÃO DE PROBLEMAS NO ENSINO DE FUNÇÃO NO ENSINO MÉDIO

Abstract

The teaching of mathematics is always a challenge, as it aims to develop the creative spirit, logical reasoning and thinking mathematically, constructing various meanings in the daily life of classes. For this to happen, it is necessary to search for diversified methodologies, based on the different forms of use in the student's daily life. However, the teaching processes of the subject of Mathematics are often contrary to their learning objectives. It is a fact that many students have difficulties with the contents, so active methodologies can be a possible way in the implementation of teaching closer to the skills that are expected to develop in the student. This research comprises problem solving as an active methodology and proposes to evaluate whether the Teaching-Learning-Evaluation Methodology of Mathematics, through Problem Solving, contributes to the teaching of related functions and corroborates with the construction of meaningful learning. Therefore, the research methodology adopted in this work was a case study of the descriptive type with a qualitative approach. The study population consisted of students from the first grade of high school at a public school in the state of Goiás. The educational product was planned, reformulated and applied in the form of a didactic sequence, following the prescriptive script of activities, developed at from the Teaching-Learning-Assessment Methodology proposed by Onuchic (1999), Onuchic and Allevato (2011) and Allevato and Onuchic (2005, 2009, 2014). Data collection occurred through the reports produced in the applied activity, in the paired comparison of the concept maps and the satisfaction / self-assessment questionnaire with open and closed questions. The observations and analyzes made by the researcher, based on the activity developed, strongly reinforce that the Teaching-Learning-Evaluation Methodology proved to be effective in teaching related functions, favoring significant learning and the student's critical and autonomous training. This is justified by the importance of promoting reflections that give rise to significant changes in the way of teaching mathematical content, in which problem solving becomes the starting point for teaching mathematical concepts.