Elaboração e resolução de problemas: uma proposta com raciocínio lógico matemático e ensino híbrido

Abstract

This research aims to investigate the contributions of the elaboration and resolution of mathematical problems in the development of mathematical logical reasoning through the inverted classroom with elementary school students. This research has a qualitative character based on the Creswell studies (2010), with an intervention research approach described by Teixeira and Neto (2017) that was developed in a private school in Maceió/AL, with twenty students from the 6th year of Elementary School final years. For data collection, the researcher's observation was used in conjunction with other research techniques, such as the application of evaluative questionnaires and group discussion. Data analysis was carried out systematically from the description of the results. The main results showed that the didactic sequence provided the development of the participants' Mathematical Logical Reasoning, encouraging them to actively participate in the construction of knowledge, developing autonomy, creativity and the organization of mathematical thinking. As an educational product, we developed a didactic sequence that addresses a way of using the flipped classroom through the elaboration and resolution of logical association probes. It is expected to contribute to the strengthening of meaningful practice in the classroom by mathematics teachers, with activities that encourage the student to use creativity and Mathematical Logical Reasoning.