A visualização matemática na educação básica: dos percursos teóricos à resolução de problemas do ENEM

Abstract

In the current stage of teaching in Brazil, the configuration of the school curriculum, the methodologies employed, the guiding principles of high school educational practices, are constant fields of intense debate, with the aim that the school will seek consistently and appropriately the its social and citizenship role. In this scenario, the teaching and learning of Mathematics, especially with regard to the curriculum and teaching methodologies, is routinely the subject of studies and investigations, in view of the problem that insistently plagues the processes of learning and using this science, whatever it may be. : mathematics teaching cast in an algebraized practice. This apparent concern can be proven from the various events that include the teaching and learning of Mathematics as a subject of study, books dealing with the theme, varied publications and the recommendations of the country's normative documents, such as National Curriculum Parameters (PCN), PCN +, Law of Guidelines and Bases for National Education (LDBEN), and the National Curriculum Guidelines for Basic Education. In this scenario, mathematical visualization is a means of developing relevant subjects, not only for a broad and meaningful understanding of mathematical knowledge, but for life in society. At this juncture, this work aims to understand how mathematics teaching and learning is taking place, through mathematical visualization linked to problem solving, in the country. Thus, the intention arose to analyze the selections of the National High School Exam ( ENEM) focusing on the problems with the highest percentage of error and which demonstrate the lack of visualization for resolution. Problem solving constitutes, in this universe, as a method to be followed for the approximate learning of Mathematics. Also, as we solve the selected problems, we provide material that can be useful to anyone who is interested, especially to the Basic Education teacher, as a means of assistance and encouragement for the use of visualization in the classroom.