Proposta de uma sequência didática para o ensino de equação do 1º grau via resolução de problemas : um olhar a partir da análise de erros

Abstract

The objective of the research is to analyze the process of teaching and learning 1st grade equations, focusing on the categorization of errors made by 7th grade students at a public school in Caçapava do Sul/RS. The theoretical foundations cover the teaching and learning of algebra, problem solving and error analysis. The central question of the research is: "What does error analysis reveal about the teaching and learning of 1st degree equations via problem solving by students in a 7th year class at a municipal school in Caçapava do Sul?" To answer this question, teaching interventions were conducted with seventeen students, implementing a didactic sequence based on the Teaching-Learning-Assessment methodology. Data collection involved four instruments: initial questionnaire, initial problems, proposition and resolution of problems by students and final questionnaire. Error analysis allowed the construction of four categories: correct answers; partially correct answer; incorrect conclusion and lack of response. Analyzing the data more deeply, four subcategories were created: incorrect transposition of terms; misuse of data; lack of final answer and incorrect addition of dissimilar terms. The analysis showed that the majority of errors made by students are concentrated in a specific category: incorrect transposition of terms. It is concluded that the Mathematics Teaching-Learning-Assessment methodology through problem solving proved to be effective, promoting cooperation between students and encouraging reflections on mistakes made.