O uso da resolução de problemas no ensino de anéis de polinômios em um curso de licenciatura em matemática
Carregando...
Arquivos
Data
2021-06-08
Autores
Dias, Douglas Matheus Gavioli
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Nos cursos de Licenciatura em Matemática, nas disciplinas de conhecimento específico, deve se questionar se existem conexões entre os conteúdos de Matemática do ensino básico e os abordados por essas disciplinas. Isso leva os alunos a, muitas vezes, questionarem qual a contribuição das disciplinas de conteúdo específico na formação do professor de Matemática. Nessa perspectiva, a pergunta que guiou a pesquisa desenvolvida foi: Como o desenvolvimento de uma proposta de ensino de Anéis de Polinômios, por meio da metodologia da Resolução de Problemas, pode levar os alunos de uma turma de um curso de Licenciatura de Matemática a compreender de forma abrangente esse conteúdo e suas relações com os conteúdos desenvolvidos na Educação Básica? O objetivo da pesquisa é estabelecer uma discussão sobre as possíveis contribuições de uma proposta didática que utilize a metodologia de Resolução de Problemas para a aprendizagem do conteúdo Anéis de Polinômios por parte de uma turma de 11 (onze) alunos de um Curso de Licenciatura em Matemática da Universidade Estadual Paulista “Júlio de Mesquita Filho”, localizada na cidade de Ilha Solteira - SP, com o intuito de contribuir para que esses alunos tenham uma compreensão mais abrangente desse conteúdo e de suas relações com os temas de polinômios do currículo do ensino básico. A pesquisa foi desenvolvida por meio de uma abordagem qualitativa. Os resultados obtidos por meio da proposta desenvolvida em sala de aula foram analisados por meio da análise de conteúdo, utilizando da análise temática como ferramenta, e apontam que houve a compreensão das propriedades de anéis, mas não ocorreu um aprofundamento em teoremas ou corolários para a manipulação dessas propriedades, nem ligação dessas propriedades aos conhecimentos de polinômios desenvolvidos no ensino básico. Também houve referências aos conteúdos do Ensino Fundamental e Médio, mas não podemos afirmar que a atividade proposta foi capaz de conectar o conhecimento que os alunos já tinham sobre polinômios – ou outros conteúdos do ensino básico - com os Anéis, estudados na disciplina de Estruturas Algébricas II.
In the Licentiate Degree in Mathematics courses, in specific knowledge disciplines, it should be questioned whether there are connections between the contents of Mathematics in basic education and those covered by these disciplines. This often leads students to question the contribution of specific content disciplines in the formation of Mathematics teachers. From this perspective, the question that guided the research was: How can the development of a proposal for teaching Polynomial Rings, through the Problem Solving methodology, take students from a class of a Mathematics Degree course to comprehensively understand this content and its relationship with the content developed in Basic Education? The objective of the research is to establish a discussion about the possible contributions of a didactic proposal that uses the Problem Solving methodology for the learning of the Polynomial Rings content by a class of 11 (eleven) students of a Degree Course in Mathematics at the São Paulo State University “Júlio de Mesquita Filho”, located in the city of Ilha Solteira-SP, with the aim of helping these students to have a more comprehensive understanding of this content and its relations with the themes of polynomials of the basic education curriculum. The research was developed through a qualitative approach. The results obtained through the proposal developed in the classroom were analyzed through content analysis, using thematic analysis as a tool, and indicate that there was an understanding of the properties of rings, but there was no deepening in theorems or corollaries for the manipulation of these properties, nor connection of these properties to the knowledge of polynomials developed in basic education. There were also references to the contents of Elementary and High School, but we cannot say that the proposed activity was able to connect the knowledge that students already had about polynomials - or other contents of basic education - with the Rings, studied in the discipline of Algebraic Structures II.
In the Licentiate Degree in Mathematics courses, in specific knowledge disciplines, it should be questioned whether there are connections between the contents of Mathematics in basic education and those covered by these disciplines. This often leads students to question the contribution of specific content disciplines in the formation of Mathematics teachers. From this perspective, the question that guided the research was: How can the development of a proposal for teaching Polynomial Rings, through the Problem Solving methodology, take students from a class of a Mathematics Degree course to comprehensively understand this content and its relationship with the content developed in Basic Education? The objective of the research is to establish a discussion about the possible contributions of a didactic proposal that uses the Problem Solving methodology for the learning of the Polynomial Rings content by a class of 11 (eleven) students of a Degree Course in Mathematics at the São Paulo State University “Júlio de Mesquita Filho”, located in the city of Ilha Solteira-SP, with the aim of helping these students to have a more comprehensive understanding of this content and its relations with the themes of polynomials of the basic education curriculum. The research was developed through a qualitative approach. The results obtained through the proposal developed in the classroom were analyzed through content analysis, using thematic analysis as a tool, and indicate that there was an understanding of the properties of rings, but there was no deepening in theorems or corollaries for the manipulation of these properties, nor connection of these properties to the knowledge of polynomials developed in basic education. There were also references to the contents of Elementary and High School, but we cannot say that the proposed activity was able to connect the knowledge that students already had about polynomials - or other contents of basic education - with the Rings, studied in the discipline of Algebraic Structures II.
Descrição
Palavras-chave
Educação básica, Álgebra, Formação de professores, Estruturas algébricas, Basic education, Algebra, Teacher training, Algebraic structures