O ensino da Função Afim: uma intervenção metodológica abordando o Ensino-Aprendizagem-Avaliação através da Resolução de Problemas no 1.º ano do Ensino Médio

Abstract

This article aimed to analyze the contributions of Teaching-Learning-Assessment through Problem Solving in a 1st year High School class. The research was carried out specifically in the context of teaching Related Function in a State School located in the city of Nova Andradina - MS. To carry out this qualitative work, a Descriptive Report (DR) was used as a tool to record the participation and progress of students during the pedagogical intervention. The stages of Problem Solving, as proposed by Onuchic and Allevato (2011), were adapted to four different moments. The results obtained indicated that student autonomy was significantly stimulated through active participation in the formulation and resolution of problems. A dependence of students on the teacher was also observed when traditional methodologies were used. The methodology based on Problem Solving, on the other hand, promoted greater interaction among students, facilitating discussions that stimulated argumentation, creativity and logical reasoning. This collaborative environment contributed to the construction of fundamental mathematical concepts in a broad and meaningful way, reflecting a more in-depth and contextualized learning experience. A relevant point identified in the research was the difference in the argumentation between students who had already had contact with the Problem Solving methodology compared to those who had not. Those who had already had contact with the methodology demonstrated a more consistent mastery of mathematical concepts, in addition to a superior ability to articulate their ideas and defend their reasoning.