Resolução de problemas através do método pictórico: explorando o modelo barras

Abstract

Teaching mathematics in Brazil is a topic that has been discussed for a long time, always evolving and finding new aspects to be discussed. Maintaining the generality, the same refers to the teaching of algebra, emphasizing the transitive process of arithmetic-algebra. In this way, this work aims to verify the effectiveness of the bar model in the transitive process Arithmetic-Algebra in students of the sixth and seventh year of elementary school. With regard to mathematics, Dotti (2016), Queiroz (2014) and Baldin (2013) point out the problems as primary sources of mathematical knowledge, giving relevance to the problem solving method provided with the bar model, where its application in the classroom The classroom has been discussed from different angles. The arithmetic-algebra transition process has not been an easy task for elementary school teachers, so this research uses the problem solving methodology with the bar model in order to analyze the contributions to the teaching of pre-algebra. , through the impressions and formative evaluations made during the application of some workshops. With this, this work leads the reader to reflect on new methods of teaching pre-algebra, increasing the theoretical contribution and knowledge about new methodologies for teaching mathematics. In view of the considerable acceptance that the model obtained among the participants.