Combesq: uma proposta de objeto de aprendizagem para o ensino e aprendizagem de análise combinatória

Abstract

The teaching and learning of combinatorial analysis in basic education is regarded as a problem area by both teachers and students. In this context, this work presents the development of a learning tool, called CombEsq, whose main objective is to assist students and teachers in the teaching and learning of combinatorial analysis. The main goal of the proposed tool is to soften the main learning problems discussed in several academic researches, namely: the difficulty of the students in interpreting the problem, the identification of types of grouping and the creation of new strategies to encourage the teacher in the teaching that content. In order to accomplish this goal, we constructed CombEsq using a technical approach based on authors who study the technical requirements that a learning tool must have and also based on a pedagogical approach which relies on a methodology of problem solving. As a way to validate the strategies carried out, a group of teachers of basic education was selected to evaluate the tool based on some criteria. As a result, we present some discussions about the construction of CombEsq with emphasis on the pedagogical aspect and the analysis of the data collected in the validation phase based on the categories such as mathematical content, usability, interface and interactive resources, whether it provides assistance to users, pedagogical focus and suggestions of the users, with some highlights observed by teachers, such as: the ease of using CombEsq, the tips and feedbacks presented with the intention to aid the learning and the opportunity that CombEsq gives by diversifying the strategies of teaching combinatorial analysis, area with few resources available.