O desenvolvimento do pensamento algébrico por meio do ensino de padrões em uma perspectiva problematizadora.

Abstract

This research sought to understand the generalization strategies used by the students and the difficulties that occur when solving problems with repeating patterns and growth in concrete and figurative contexts. In this sense, this research presents guided in the following research problems: What are the concepts of standards that students of the 1st year of high school have from a practical problem-solving and investigative teaching? And what algebraic thinking of development indices identified in solving strategies of repetition and growth patterns in concrete and figurative contexts, the students of the 1st year of high school? Through research with qualitative approach with action research, we aim to: identify concepts of standards, presented from problem-solving and investigative tasks; recognize, among the developed tasks, which are potentiating for the development of algebraic thinking and investigate the importance of socialization of ideas in the generalization of concepts process. The research was conducted in three classes in a state school in the city of Cuité-PB in the year 2016. The education proposal includes five tasks, which were developed in a dynamic teaching three phases: before, during and after . The analysis material was marked in written records and prepared the students in the field diary of the teacher-researcher and audio transcripts. The work is organized into three chapters: the first expose prospects, consideration and contributions of the study patterns of mathematics education; the second is presented the methodological procedures of our research; the third chapter analyze the background and actions taken to address the proposed tasks. At the end we present our final considerations. The research enabled us to verify that the methodology and didactics sequence adopted in the context of the classroom with standards, assumes a role potentiating problem situation of oral communication and writing skills of students, in addition to promoting the movement of ideas and strategies contribute to the development of algebraic thinking.