Resolução de problemas sobre conceitos geométricos: estratégias de alunos do 9º ano do ensino fundamental

Abstract

This dissertation brings an investigation about the problem resolution strategy from three classes of the 9 grade and along with them to describe their strategies to resolve problems involving geometric concept. This research has like objective to verify the way these students recognize the mathematics problems, the way they appropriate the concepts, if their strategies are articulated with the point of view of the geometry as well as the way they describe their mathematic thoughts concerning the problem resolution such as investigate the different strategies used by the respective classroom associating the concepts whereof themselves appropriated in order to resolve the questions, identify the use of the geometric language in the mathematics problem resolution but also the geometric concepts are articulated and understood for them. The theoretical framework guide this study about the problem resolutions shows the theories such as: Carvalho (2007), Ponte (2006), Palhares (2004), and about the Geometric studies theories such as: Almouloud (2013) and Brasil (1998), among others. The investigation was characterized like a study of case in a qualitative approach. It were analyzed 192 solutions through the survey offered for them including two mathematical problems for a total of 96 students of three public schools regular classroom, two of them situated in Alagoas and another one in the Capital of Alagoas, involved in an (Educational Observatory Project) - Projeto Observatório da Educação – OBEDUC. The results achieved showed the students do not have the habit to resolve problems, limiting them to develop the mathematical knowledge and easy the difficulties of conception relating to the geometrics knowledge as well as about questions mathematics. It was found also the students gave up on using strategies without the use of ready patterns. This study emphasizes the importance of the problems resolve practice in the classroom aiming to explore the mathematical concepts or articulate the different teaching methodologies.