Os desafios do processo ensino-aprendizagem de equação do 1° grau no 7° ano do Ensino Fundamental

Abstract

This research aims to analyze the contributions of a didactic sequence to improve the learning of the 1st degree equation in the 7th year of Elementary School, seeking to give new meaning to the teaching-learning process. For that, we carried out a qualitative research with bibliographic and documental survey, followed by the application of a didactic sequence involving the 1st degree equation for students of the 7th year of Elementary School. The theoretical framework sought to characterize the teaching of elementary school equations and the difficulties faced by students, presenting the different meanings of the equation, in addition to pointing out how the curriculum documents present the content of the elementary school equation and how textbooks present the contents. In turn, during the application of the didactic sequence, data were collected through questionnaires and sequence activities, with the purpose of verifying the students' learning about the elementary school equation. The results showed that there are students who have difficulties in solving problem-situations related to reading and interpreting the utterance, transition from mother tongue to algebraic language and procedures, presenting technical errors derived from conceptual misunderstanding and equation properties, such as property distributive. We found at the end of the application of the didactic sequence that there was an evolution in relation to the understanding of the concept of equation, its procedures and applications, and that the didactic sequence contributed to this improvement, giving new meaning to the teaching-learning process of the 1st degree equation and for the development of algebraic thinking.