A resolução de problemas no processo ensino-aprendizagem-avaliação de matemática na e além da sala de aula
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Data
2006-12-13
Autores
Huaman Huanca, Roger Ruben [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação tem como objetivo principal verificar se a Metodologia de Ensino- Aprendizagem-Avaliação de Matemática através da Resolução de Problemas constitui-se num bom caminho alternativo para a construção de conceitos e conteúdos trigonométricos pelos alunos do Ensino Médio. Dentro da Educação Matemática, atualmente, o ensinoaprendizagem- avaliação de Matemática através da resolução de problemas é visto como uma metodologia alternativa, que visa a um trabalho centrado no aluno, a partir de problemas geradores de novos conceitos e novos conteúdos matemáticos, levando-o a construir um conhecimento matemático através da resolução de problemas. Nessa metodologia, o aluno participa ativamente da construção do conhecimento com a orientação e supervisão do professor que, somente no final desse processo de construção, formaliza as idéias construídas, utilizando notação e terminologia corretas. As unidades temáticas trabalhadas com os alunos foram Conceitos básicos e Trigonometria no triângulo retângulo; A circunferência e arcos trigonométricos e Funções Trigonométricas e resolução de triângulos quaisquer. Constatei que, ao trabalhar com esta metodologia, em sala de aula houve um aumento na motivação, tanto da professora em ensinar quanto dos alunos em aprender. Além disso, em muitas oportunidades, foi possível observar os alunos relacionando suas atividades com alguns tópicos já trabalhados anteriormente. Todos esses fatos, retratados em minha aplicação, reforçam fortemente a relevância desse trabalho. A metodologia de pesquisa adotada neste trabalho é a Metodologia de Romberg.
This thesis has as main goal the verification if the teaching-learning-assessment of Mathematics Methodology through the Problem Solving approach is a good alternative way to the construction of trigonometric concepts and contents by high school students. Currently, within Mathematics Education, teaching-learning-assessment of Mathematics through problems solving is seen as an alternative methodology, which aims to work in a student centered way, from problems that might produce new mathematics concepts and contents, leading them to construct mathematics knowledge through problem-solving. Within this methodology, students participate actively in the construction of knowledge with the teacher orientation and supervision who formalize the constructed ideas just at the end of this construction process, using right notation and terminology. The thematic units worked on with the students were: Basic concepts and trigonometry in the right-angled triangle; Circles and trigonometric arcs and Trigonometric functions and solution of problems involving general triangles. I have realized that, working with this methodology, there were a motivation increase in the classroom, both for the teacher to teach, and the students to learn. Furthermore, it was possible to see, in many opportunities, the students connecting their activities with some topics that had already been worked on. All those events happened in my research application, strongly reinforce the relevance of this work. The research methodology adopted in this work is the Romberg s one.
This thesis has as main goal the verification if the teaching-learning-assessment of Mathematics Methodology through the Problem Solving approach is a good alternative way to the construction of trigonometric concepts and contents by high school students. Currently, within Mathematics Education, teaching-learning-assessment of Mathematics through problems solving is seen as an alternative methodology, which aims to work in a student centered way, from problems that might produce new mathematics concepts and contents, leading them to construct mathematics knowledge through problem-solving. Within this methodology, students participate actively in the construction of knowledge with the teacher orientation and supervision who formalize the constructed ideas just at the end of this construction process, using right notation and terminology. The thematic units worked on with the students were: Basic concepts and trigonometry in the right-angled triangle; Circles and trigonometric arcs and Trigonometric functions and solution of problems involving general triangles. I have realized that, working with this methodology, there were a motivation increase in the classroom, both for the teacher to teach, and the students to learn. Furthermore, it was possible to see, in many opportunities, the students connecting their activities with some topics that had already been worked on. All those events happened in my research application, strongly reinforce the relevance of this work. The research methodology adopted in this work is the Romberg s one.
Descrição
Palavras-chave
Matemática - Estudo e ensino, Mathematics - Learning and teaching
Como citar
HUAMAN HUANCA, Roger Ruben. A resolução de problemas no processo ensino-aprendizagem-avaliação de matemática na e além da sala de aula. 2006. 247 f. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Geociências e Ciências Exatas, 2006.