Comunicação de ideias: um passo para a compreensão de situações-problemas numa escola do campo

Abstract

This research with a qualitative approach, pedagogical intervention type, in my own practice, focuses on reading and understanding problems for their resolution and aims to verify whether activities with enigmas, related to the interpretation of the mother tongue and mathematical language contribute to the logical reasoning, curiosity in solving problems, contributes to answering the problem question: this research is: how puzzle interpretation activities contribute to logical reasoning and curiosity in a fourth year elementary school class for solving of math problems? The class chosen was the fourth year of elementary school, at a school in the rural area of ​​the city of Jataí/GO, with the participation of eleven children. We base our expectations and arguments on the theoretical perspective of authors who reflect the relationship between Mother Tongue and Mathematical Language; the contribution of reading and writing activities in Mathematics classes and which influence the critical formation of human beings, as for example, Machado (2011), Calldart (2003), Lima (2021), Tortora (2020), Rodrigues (2021) between others. The educational product was developed, in 2022, with the application of a set of activities carried out in ten meetings, in an atypical school period, post-Covid-19 pandemic, which drastically interfered with the research results. From the application of the activities, difficulties in reading, interpreting and understanding the texts and/or statements were noticed and, after the reading done by the teacher-researcher, the resolution became possible. Regarding the product entitled “Enigma, riddles and challenges: an experience involving reading and writing in mathematics classes”, it was developed through activities that stimulated children to think using reading and writing, interpretation so that the answer could be reached, in the course of During the activities, we verified the children's difficulties in reading as they are in the phase of reading syllables and words, but during the course of the activities they appear very interested and thus we partially achieve the proposed objectives.