The teaching of mathematics, in the perspective of this research, goes beyond learning
to apply formulas in problem situations. It is necessary to develop skills to refute
results, question certain calculation procedures and relate different ways of solving a
problem. Thus, the value of the correct answer gives way to the resolution process. In
this sense, this research aims to propose mathematics activities for students in the 6th
year of elementary school on combinatorial thinking to investigate the development of
combinatorial reasoning and the concept of combination through personal strategies.
The theoretical discussion that underlies the analyzes is based, mainly, on the studies
of Hazzan; Borba, Aquino and others. The research took an exploratory qualitative
approach and was developed in a public school in the municipal network of Benevides
(PA) with students from the 6th year of elementary school during the mathematics
classes of the workshops of the federal government project called Novo Mais
Educação. The empirical material was built from the records of the resolutions of the
proposed activities and this material was used in the analysis in an interpretative way.
The research pointed out that the process of interpreting the strategies used by
students to solve combinatorial problems allows the teacher to perceive the
mathematical knowledge mobilized in the resolutions and, mainly, the understanding
of the mathematical language.
|
