A aprendizagem de análise combinatória no ensino médio

Abstract

This work consists in the presentation of the results of an investigation about the teaching and learning process of Combinatorial Analysis in a second year high school class of a school in the state public network of Alagoas. In order to make this study possible, a didactic sequence was developed, applied and validated based on the Fundamental Principle of Counting to introduce the basic concepts of Combinatorial Analysis and as a methodology teaching-learning-mathematics assessment through problem solving. In this methodology, according to Onuchic (2008), the problem becomes the starting point in the process, where the group discussion and the interactions are relevant parts to reach the formalization of the concept (s). In order to construct the questions used in the sequence, a brief study was carried out on four important axes and a diagnostic test in order to identify the previous knowledge of the students based on the Vygotsky Proximal Development Zone. These axes are classified in: Basic Concepts of Combinatorial Analysis, Problem Solving, Didactic Analysis and Bibliographic Survey. The validation could be performed by verifying the protocols for solving the proposed problems associated with the steps described in the sequence. The results showed that the didactic sequence contributed to the internalization of the basic concepts of the mathematical object in focus and to the reflection about the difficulties or peculiarities that arose during its execution