Produção escrita de contos nas aulas de matemática : algumas evidências na perspectiva da resolução de problemas

Abstract

This dissertation, entitled - “Writing Short Stories in Mathematics Classes through Problem Solving” - aimed to analyze the mathematical knowledge evidenced in textual productions in mathematics classes through problem solving. Among the specific ones, we highlight: i) Identify what are the contributions and potentialities of the written production of short stories for the teaching of Mathematics; ii) Analyze how the use of written short story productions for teaching mathematics is configured in the perspective of problem solving; iii) Understand how students systematize their mathematical knowledge based on the written production of stories; iv) Describe alternatives that make it possible to solve problems through the production of short stories in mathematics classes. Seeking to answer the following question: “What mathematical knowledge is evident in textual production in mathematics classes through problem solving? Having mathematical knowledge as the object of the research. The theoretical framework of the research was based on the studies of D 'Ambrósio (2011), Freire (1977), Ferrero (1987), Rojo (2009), Soares (2003), Amarilha (2010), Smole at al (2001), Dante (1997), Onuchic and Allevato (1999), Schoroeder and Lester (1989), Diniz (1997), Charnay and Panizza (1994). The research constitutes an action research, in a qualitative approach having as a research scenario a school located in the neighborhood of Brasil Novo, city of Rio Largo / AL. The students involved are in the age group of 10 to 13 years old, totaling 35 students. Data collection was obtained through observations, an open questionnaire, activities, reading and writing workshops, ending with students' textual productions. For the purpose of analyzing the results, Bardin's Content Analysis (2009) was used. The results that emerged through the investigation were analyzed, making it possible to verify that the activities proposed in the intervention contributed to the production of new possibilities. The students approached the mathematics present in their reality from moments of written productions.