Aprendizagem baseada em problemas: uma alternativa para o ensino de números inteiros no 7º ano do ensino fundamental

Abstract

The aim of this work is to expand and explore the potential of Problem Based Learning (PBL), abbreviated as "PBL," for understanding operations involving Integers in the 7th grade of Elementary School, particularly addition, subtraction, multiplication, and division operations, engaging both students and teachers in the analysis, comprehension, and proposal of solutions to situations based on their daily experiences. To better study of these "problems," the study drew upon the insights of various authors, including Hillesheim (2013), Gozale (2018), Rezende and Silva-Salve (2021), Pereira, Lescano, and Rocha (2019), Ribeiro (2019), Pierini, Lopes, and Alves (2019), Souza, Alvarenga, and Silveira (2014), Linhares (2017), as well as relying on the National Common Curricular Base (BNCC) and the National Curriculum Parameters (PCN). Thus, the study aimed to comprehend factors that may influence the inadequate absorption of this numerical set, such as textbooks, reasons for and needs of creating Integers, rules of signs, everyday problems, among others. Consequently, this study presents PBL as an alternative teaching method for Integers, addressing cycles/moments that assist students in solving everyday content-related problems, bridging the teaching of negative numbers with students' reality and actively engaging them in the classroom.