Aprendizagem significativa em matemática: raciocínio lógico e desenvolvimento acadêmico observados no final das etapas da educação básica

Abstract

Understanding a phenomenon often includes several areas, such that the reasoning employed can guarantee the affirmation made, however there is in its basis the ability of reading, which accompanied by understanding and contextualization, enable the rescue of already consolidated meanings. In mathematics, since the logical reasoning is the great articulator of the resolutions of its problems, it is important to understand if it occurs with the student the construction of reasoning without dualities and that they are communicable, therefore, such language demands exact answers; therefore, this paper aims to provide an understanding of the logical reasoning, possibly common, used by students to solve given situations. Its aim is to observe, analyze and discuss the use of logical reasoning in solving problems, making possible associations with meaningful learning and reading of them, in three more common mathematical themes: in algebra, geometry and financial mathematics, besides logical reasoning. Its development was initiated by the literary review, with a subsequent survey of the questions to be used from the competition and OBMEP tests, thus preparing the test that was applied in a ninth grade class and in a third grade high school class. The data were analyzed aiming at the proposed objectives on four questions: logical reasoning applied according to the expected, use of alternative strategy expected, significant learning possibly identified by the majority and possible problems between reading-understanding and execution of logical reasoning. Results were obtained both according to expected and others as opposed to imagined, identifying common strategies among them and other alternatives, besides the difficulties they have in working with geometric questions with or without images.