Sequência didática: O movimento da produção de significados sobre o tema sistema métrico

Abstract

The educational product presented here is part of an academic trajectory that was applied in a classroom during remote teaching. The work brings a didactic sequence involving the teaching of the metric system with the insertion of the history of mathematics, having as origin the principle that the History of Mathematics can be inserted in the classroom, since there are notes in the academic field with academic research related to the theme. Thus, we intend to develop a proposal for a Didactic Sequence using the teaching of the Metric System and the History of Mathematics as a triggering tool for the production of mathematical meanings in Elementary II students. We seek to relate, through the construction of meanings, the concepts of the Metric System and its history in the field of mathematics, thus becoming a tool to instigate students' curiosity in discovering the real importance of mathematics in their daily lives. The purpose of this material will be to present a methodology that can be used and serve as an inspiration for teachers, from any region of the country, who will be able to appropriate the proposal and use it or even create others according to the intended mathematics content, making the classes more dynamic and attractive. We bring the epistemological conception used through the Semantic Fields Model that for Lins (1999) seeks to talk about the productions of meanings emerged by the subjects, within an activity. Thus, during the activities, students constitute productions of meanings, they become residues of utterances that allowed us to read the processes of meanings in line with the utterances made by the subjects. The Semantic Fields Model brings in its essence notions that allow the elaboration, application and analysis of activities, these notions were organized by Silva (2003) called categorical notions that serve as a guide so that in the activity there is a greater use. This educational product was initially designed for classes in face-to-face teaching, but given the current global moment, the product was adapted for application in remote teaching classes. The Didactic Sequence elaborated is detailed topics and organized as a handout that will be available to professors on the program's website, both in the dissertation presented in the appendices, and separately from the dissertation in the products tab.

The educational product was organized as follows: Being a Didactic Sequence with nine moments of forty minutes, seven activities and two pre and post-application questionnaires supported by the categorical notions of the MCS and with the insertion of the History of Mathematics during the situations problems as a triggering tool in the production of mathematical meanings used with students in the sixth year of Elementary School II. Within the activities, it is possible to use different resources such as: computers with internet, books as a source of research, staging of certain events to solve the problem situation, instruments for measurement and notebook for notes. At the end of the investigation process, students can perform through individual audio reports about the learning acquired in the Sequence during the process of the trajectory of the Metric System in the Sequence and their satisfaction with the intervention. At the end, it will allow the creation of a short animation video enunciating the history experienced by the students of the Metric System. The video draw my life (Metric system history drawing). The video works as follows, while the student reports how it was to participate in the Didactic Sequence, a designer draws the students' statements on the board. At the end, we put together the lines and drawings in a single video, which can be posted later in the media. The problem situations mentioned here were created by the researcher, thus being unprecedented, but it is worth mentioning that in several textbooks they bring situations that favor the studies on the Metric System, but not with the use of the History of Mathematics and the production of meaning.