Utilização da metodologia lesson study e resolução de problemas como abordagem metodológica no ensino de função afim.

Abstract

The present work aims to report the experience of living two classes on the Affine Function content in a class of the 1st year of high school. These classes were applied in a state public school located in the city of Barra de Santa Rosa - PB, in which the Japanese teaching methodology Lesson Study was used in conjunction with Problem Solving. The Lesson Study is a professional development process for teachers in collaborative groups that aims to problematize classroom practice. Problem Solving aims to teach mathematics through a problem situation, where students build mathematical knowledge during and after solving the problem. This approach was chosen in view of the improvement obtained in teaching mathematics with the use of these methodologies, given the reality of the classroom and traditional teaching. With this, the qualitative approach was adopted as methodology and with the objective of analyzing the contributions of the use of the Lesson Study and Problem Solving methodology in mathematics classes. For this analysis, the students' actions and responses regarding the problems in the class were observed. It was possible to conclude that the use of these methodological approaches contributed to the students' learning, since there was a greater involvement of the class and greater ease of understanding during the discussion and formalization. This approach also favored the teacher's practice.