Resolução de problemas de matemática com a mediação da tecnologia: uma abordagem baseada no método de Pólya

Abstract

Many students have difficulties in solving math problems because they do not understand the steps that facilitate their resolution. Hence the need to use the Pólya method, which helps students in this process of solving math problems through the four stages of Pólya, which consists of understanding the problem, developing a solution plan, executing the plan and revising the steps followed. The aim of this work was to analyze how students use Pólya's theory to solve technology-mediated math problems in an intervention in the context of emergency remote classes during the Coronavirus pandemic. The research is of a qualitative nature of the action research type. The methodological path covered 4 stages: (i) construction of the action research problem, (ii) elaboration of an action plan; (iii) implementation of the action plan; (iv) evaluation of the intervention. Data were collected through semi-structured interviews and participant observation and recorded in audiovisual and field diary. The analysis was based on the categories: interaction, mediation and autonomy. The intervention lasted six meetings that took place through videoconferences, 16 students from the fifth year of elementary school in a public school participated in the research. Preliminary data allowed us to observe that Pólya's method proved to be an efficient methodological strategy for solving problems considering that students had constant interaction during the meetings. In addition, the students presented themselves as autonomous as they managed to establish strategies for using Pólya's method in solving problems. Finally, it is worth emphasizing that this method presented itself as an efficient pedagogical resource in the mathematical literacy process, as it contributed to the understanding of the processes that involve the use of mathematical concepts in practical situations in the daily lives of students.