O princípio fundamental da contagem através da metodologia de resolução de problemas, com foco nas questões da Olimpíada Brasileira de Matemática das Escolas Públicas
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Data
2017-09-04
Autores
Paz, Vanessa Prado Beraldo da [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho tem o objetivo de apresentar o Princípio Fundamental da Contagem (PFC) através da metodologia de Resolução de Problemas, dando ênfase na prática pedagógica com questões da Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP). Tendo como base essa concepção de ensino, elaboramos uma sequência didática que trouxe, dentro do tema da Análise Combinatória, o PFC, a qual aplicamos em uma sala do 6º ano do Ensino Fundamental – Anos Finais, na Escola Estadual “Parque das Nações”, localizada no munícipio de Bastos, interior de São Paulo. Tal sequência foi composta por questões da OBMEP adaptadas, levando em conta o fato de que elas contemplam os conteúdos, as competências e habilidades que fazem referência ao PFC e estão presentes no Currículo do Estado de São Paulo: Matemática e Suas Tecnologias (CESPMT) e nos Parâmetros Curriculares Nacionais (PCN). As atividades desenvolvidas apresentaram situações desafiadoras, eram contextualizadas de modo a se aproximar da realidade do aluno e permitir a utilização de materiais didáticos concretos, além de favorecer a socialização, o debate de ideias e o enriquecimento do currículo. No decorrer do trabalho prático, no que diz respeito ao PFC, verificamos que os alunos foram capazes de identificar as decisões que deveriam ser tomadas e traçar estratégias para resolver o problema. Além disso, eles também perceberam a importância da ordem em que essas decisões deveriam ser tomadas para tornar menos complexo o procedimento de resolução, começando sempre pela que apresenta mais restrições. Na avaliação dos resultados obtidos a partir da aplicação das atividades selecionadas, percebemos uma melhoria tanto na aprendizagem, quanto na motivação dos alunos, e que, portanto, é recomendável trabalhar, desde o início do Ensino Fundamental, com ênfase no PFC, por meio da Resolução de Problemas.
The present work has the objective of presenting the Fundamental Principle of Counting (FPC) through the Problem Solving methodology, emphasizing pedagogical practice with issues of the Brazilian Olympiad of Mathematics of Public Schools (OBMEP). Based on this conception of teaching, we elaborated a didactic sequence that brought, within the theme of Combinatorial Analysis, the FPC, which we apply in a room of the 6th year of elementary school - Final Years, at the "Parque das Nações" State School, located in the municipality of Bastos, in the interior of São Paulo. This sequence was made up of adapted OBMEP issues, taking into account the fact that they contemplate the contents, skills and abilities that refer to the FPC and are present in the São Paulo State Mathematics and Technology Technologies Curriculum and National Curricular Parameter. The activities developed presented challenging situations, were contextualized in order to approach the reality of the student and to allow the use of concrete didactic materials, besides favoring the socialization, the debate of ideas and the enrichment of the curriculum. In the course of the practical work, with regard to the FPC, we found that the students were able to identify the decisions that should be made and to devise strategies to solve the problem. In addition, they also realized the importance of the order in which these decisions should be made to make the resolution procedure less complex, always starting with the one with the most restrictions. In the evaluation of the results obtained from the application of the selected activities, we perceive an improvement both in the learning and the motivation of the students, and that, therefore, it is advisable to work, from the beginning of Elementary School, with emphasis in the FPC, through Troubleshooting.
The present work has the objective of presenting the Fundamental Principle of Counting (FPC) through the Problem Solving methodology, emphasizing pedagogical practice with issues of the Brazilian Olympiad of Mathematics of Public Schools (OBMEP). Based on this conception of teaching, we elaborated a didactic sequence that brought, within the theme of Combinatorial Analysis, the FPC, which we apply in a room of the 6th year of elementary school - Final Years, at the "Parque das Nações" State School, located in the municipality of Bastos, in the interior of São Paulo. This sequence was made up of adapted OBMEP issues, taking into account the fact that they contemplate the contents, skills and abilities that refer to the FPC and are present in the São Paulo State Mathematics and Technology Technologies Curriculum and National Curricular Parameter. The activities developed presented challenging situations, were contextualized in order to approach the reality of the student and to allow the use of concrete didactic materials, besides favoring the socialization, the debate of ideas and the enrichment of the curriculum. In the course of the practical work, with regard to the FPC, we found that the students were able to identify the decisions that should be made and to devise strategies to solve the problem. In addition, they also realized the importance of the order in which these decisions should be made to make the resolution procedure less complex, always starting with the one with the most restrictions. In the evaluation of the results obtained from the application of the selected activities, we perceive an improvement both in the learning and the motivation of the students, and that, therefore, it is advisable to work, from the beginning of Elementary School, with emphasis in the FPC, through Troubleshooting.
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Princípio fundamental da contagem, Resolução de problemas, Questões da OBMEP, Metodologia de ensino, Fundamental principle of counting, Troubleshooting, OBMEP issues, Teaching methodology