Resolução de problemas: uma sequência didática para o ensino de números decimais através de temas de educação financeira

Abstract

In this work, we present a qualitative research study based on a case study. Its objective was to analyze the contributions of a didactic sequence, contextualized with themes from Financial Education, to aid in the learning of operations with decimal numbers in the 6th year of Elementary School through problem-solving. The research was conducted with a group of 6th-grade students from a private school in the municipality of Maceió (Alagoas), Brazil. For data collection, we considered assessing the students' knowledge through an investigative questionnaire and a diagnostic evaluation, which revealed difficulties in relation to the four operations involving decimal numbers. Based on this assessment, a strategy was established to recompose the learning of this content, which originates from the early years of schooling, considering that this group of students attended this school stage during the Covid-19 pandemic.Thus, lessons were prepared to review the content, followed by the application of a didactic sequence composed of problems contextualized with Financial Education themes and a board game that also emphasized problem-solving. The results demonstrated a significant improvement in the understanding of operations such as addition and subtraction of decimals. However, difficulties were still identified regarding the multiplication and division of decimal numbers, stemming from a gap in understanding place value and the meaning of these operations beyond mechanical procedures, which the students were able to verify through the manipulation of concrete materials. On the other hand, the problems with Financial Education themes allowed the students to attribute meaning to decimal numbers, perceiving their applications in everyday life. Finally, we consider the experience with the didactic sequence satisfactory, as it is a pedagogical tool that allows for personalized teaching in accordance with the students' profile, making it possible to address contextualized situations that promote the development of skills and competencies related to the content of decimal numbers in the sixth year of Elementary School.