O desenvolvimento do pensamento algébrico através da resolução de problemas e suas contribuições para aprendizagem de equações do primeiro grau

Abstract

This work aims to present the result of an investigation that wanted understanding how problem solving could contribute to the development of algebraic thinking of 7th grade students’, and its implications for learning concepts related to equations, and, then, produce a didactic sequence capable of guiding teachers who seek a differentiated and efficient teaching on these concepts. Seeking to achieve this goal, a teaching plan was elaborated and implemented in which the researcher, working herself as a teacher, sought to identify, in the investigated students, the presence or not of algebraic thinking. Moreover, through this diagnosis, put into practice the Methodology of Teaching-Learning-Evaluation of Mathematics through Problem Solving to bring out, in these students, an algebraic thought, within the three strands established in the theoretical references of this work, to take students then conceive concepts related to the equations of the first degree. This research was qualitative and, to guide the actions developed, as a scientific research, was supported by the Thomas A. Romberg Methodological Model. Data collection was made during the application of the teaching plan, through the observation of the researcher; field notebook records; works produced by students and recordings of classes with audios and videos. As a result, an Educational Product was produced through a Didactic Sequence to assist other teachers and researchers. Thus, significant contributions were evidenced on the understanding of the various forms of reasoning of a student, facing a mathematical problem; The researcher was trained in continuing education and other questions were raised that could serve as a basis for further research.