Flavia Hisayo Ribeiro Matsuo, Laís Vitória Lazarini, Marcelo Carlos de Proença

Dificuldades de alunos de 6º ano nas etapas do processo de resolução de problemas envolvendo MDC

Introduction

Dificuldades de alunos de 6º ano nas etapas do processo de resolução de problemas envolvendo mdc. Analise as dificuldades de alunos do 6º ano na resolução de problemas com Máximo Divisor Comum (MDC). Estudo qualitativo revela desafios em compreensão, plano e operações aritméticas.

Abstract

Este trabalho trata-se de um recorte da dissertação da primeira autora, que aborda o processo de resolução de problemas e o conteúdo de Máximo Divisor Comum (MDC) no 6° ano do Ensino Fundamental, cujo objetivo é analisar as dificuldades desses alunos na resolução de um problema que envolve o MDC. De natureza qualitativa, nosso estudo envolveu a implementação de uma situação de Matemática com 30 alunos de uma escola pública no Paraná. Os resultados mostraram que as dificuldades ocorreram na compreensão da linguagem, dos termos matemáticos, em elaborar um plano de solução adequado e cometeram erros na execução das operações aritméticas de multiplicação e divisão. Apesar disso, conseguiram identificar corretamente a natureza do problema e demonstraram a tendência de apresentar respostas completas, utilizando frases para expressar suas conclusões.

Review

This paper presents a focused qualitative analysis of the difficulties faced by 6th-grade students in solving problems involving the Greatest Common Divisor (MDC). As a segment of a master's dissertation, the study's objective to meticulously analyze these challenges is clearly articulated. The topic is highly relevant for mathematics education, particularly at a foundational stage where students are developing critical problem-solving skills and grappling with abstract mathematical concepts. The approach of detailing specific points of struggle promises to offer valuable insights for educators and curriculum design. The abstract effectively summarizes the key findings, highlighting a range of difficulties beyond mere computational errors. Students struggled with fundamental aspects such as comprehension of problem language and mathematical terminology, as well as the crucial step of elaborating an adequate solution plan. The presence of arithmetic errors in multiplication and division further underscores the interconnected nature of these challenges. Interestingly, the study also reveals a positive aspect: students' ability to correctly identify the problem's nature and their tendency to provide complete, well-articulated answers, suggesting a level of conceptual awareness and communicative competence that could be leveraged in teaching strategies. To fully appreciate the study's contribution, the complete paper would ideally elaborate on several aspects. Further details on the specific problem(s) presented to the students would provide essential context for understanding the observed difficulties. Additionally, a deeper discussion of the theoretical framework guiding the analysis of problem-solving steps would enhance the academic rigor. Finally, explicit pedagogical implications derived from these findings, suggesting concrete strategies for teachers to address the identified hurdles, would significantly amplify the practical value of this pertinent research.

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