O uso de uma sequência didática na resolução de problemas como estratégia facilitadora do processo de ensino-aprendizagem de conceitos básicos da matemática

Abstract

The present research sought to analyze the possibility of contributing a didactic sequence, through problem solving, as a strategy that facilitates the process of teaching and learning fractions. This strategy was elaborated by the researcher in collaboration with teachers of first grade of High School of a state technical school of FAETEC Network, Foundation of Support to the Technical School of the State of Rio de Janeiro, Brazil. This research used as theoretical references Maurice Tardif, with the teaching knowledge, Lee S. Shulman, with the pedagogical knowledge of the content, and Antoni Zabala, with the educational practice and didactic sequence. The methodology chosen was based on collaborative research and had four teachers. For data collection, we used interviews and questionnaires that were applied to the teachers participating in the research, our subjects, focusing on their training and their professional experiences. Then, meetings were held that dealt with teaching practice, teaching strategies, didactic sequence and its construction. Subsequently, with the didactic sequence constructed, a questionnaire was applied to verify if both the meetings and the participation in the research carried out with colleagues of the same discipline to construct the strategy were productive. The analysis was then made whether or not such a resource could facilitate the pedagogical practice of these participating teachers. These meetings also served to expose the opinions of the collaborators on the problems dealt with in the research. The data collected and the results obtained were analyzed qualitatively through the Discursive Textual Analysis. As a product of this research, a booklet was constructed collaboratively that presents a Didactic Sequence as a possibility for teachers to use in the classroom. In the research were considered the difficulties reported by the teachers in the teaching of the specific contents of mathematics and the high failure rate of the students of the discipline. With the research, is expected to promote discussion about the use of didactic sequence while teaching strategy, aiming to contribute to the pedagogical practice of teachers. It is hoped that the present research will bring benefits to students' learning of mathematical concepts, such as fractions in the case of this research.