Mário Barbosa da Silva

Operações de conjuntos na 1ª série do Ensino Médio Profissionalizante através da Resolução de Problemas

Introduction

Operações de conjuntos na 1ª série do ensino médio profissionalizante através da resolução de problemas. Benefícios da Resolução de Problemas no Ensino Médio Profissionalizante para operações de conjuntos. Aprimora compreensão e pensamento matemático.

Abstract

A presente pesquisa apresenta uma prática de sala de aula desenvolvida com estudantes da primeira série do Ensino Médio Profissionalizante e tem por objetivo analisar de que modo a Metodologia de Ensino-Aprendizagem-Avaliação de Matemática através da Resolução de Problemas pode contribuir para a compreensão de conceitos e conteúdos da Teoria dos Conjuntos e no desenvolvimento do pensamento matemático do estudante. Trata-se de uma pesquisa de natureza empírica, de abordagem qualitativa, cujos dados foram coletados por observação participante e análise documental, registrados em gravações, filmagens e diário de campo. Os protocolos analisados evidenciaram que essa metodologia favoreceu tanto a construção quanto a compreensão do conhecimento matemático relacionado à Teoria dos Conjuntos, bem como o desenvolvimento do pensamento matemático ao longo da resolução e durante os momentos de plenária. Cabe destacar, ainda, que o processo avaliativo possibilitou ao professor identificar e orientar dúvidas e dificuldades dos estudantes, promovendo a aprendizagem matemática.

Review

The paper presents an engaging classroom practice exploring the efficacy of problem-solving for teaching set operations in the first year of vocational high school. Its objective to analyze how this methodology contributes to conceptual understanding and mathematical thinking is clearly stated. The empirical, qualitative approach, employing participant observation, document analysis, recordings, filming, and field diaries, appears well-suited to the research question. The abstract concludes positively, indicating that the methodology fostered both knowledge construction and comprehension of set theory, alongside the development of mathematical thinking. A key strength highlighted is the active role of the Problem-Solving Methodology in facilitating the construction and understanding of mathematical knowledge, not just during problem resolution but also in plenary discussions. This suggests a dynamic and interactive learning environment. Furthermore, the abstract emphasizes the crucial role of the evaluative process in allowing the teacher to identify and address student doubts and difficulties, thereby promoting deeper mathematical learning. This practical insight into the continuous feedback loop within the methodology is particularly valuable for educators, demonstrating how assessment can be integrated for ongoing support. The robust qualitative data collection methods underscore the depth of investigation into the learning process. While the abstract presents compelling evidence for the positive impact of the problem-solving methodology, a full review would benefit from the paper elaborating on several aspects. For instance, more granular details on the specific nature of the "vocational high school" context and how it might influence the application or outcomes of the methodology would enhance its relevance. It would also be insightful to understand if any challenges or limitations were encountered during the implementation of this methodology, or how student engagement varied. Providing concrete examples from the collected protocols (recordings, field diary entries) that illustrate the "development of mathematical thinking" or the types of "doubts and difficulties" identified would further strengthen the claims. Overall, the abstract suggests a valuable contribution to mathematics education, particularly in applied settings, and the full paper is anticipated to provide the detailed evidence and nuanced discussion needed for comprehensive assessment.

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