Metodologia de resolução de problemas: uma análise das contribuições e dificuldades no processo de ensino-aprendizagem de polinômios no ensino fundamental

Abstract

This research presents an analysis of thecontributions and difficulties found during the implementation of a teaching script on basic operations of polynomials for the 8th year of elementary education, using the Methodology of Teaching-Learning-Assessment through Problem Solving (MEAA-RP). Thus,the MEAA-RP is the object of study of this qualitative research, of the research-action type. Data were collected during the application of the teaching script following an adaptation of the phases of the MEAA-RP proposed by Onuchic and Allevato (2011) and Allevato and Onuchic (2014) through recordings of class audio, notes in the field journal of the teacher-researcher and students. The analysis of the collected data was performed using the method of content analysis, proposed by Bardin (2016). The results found were classified into two categories defined a priori, according to the general objective of the research: difficulties and contributions. Category 1, difficulties, is composed of the subcategories: generating problems, missing students, interpretation of the generating problems, previous contents. Category 2, contributions, is composed of the subcategories: active and participatory student, questioning teacher, appreciation of the students' production and learning of the polynomial content. The analysis revealed that there were many contributions obtained with the implementation of the MEAA-RP, which stood out over the difficulties, thus, the methodology proved to be feasible and effective in the reality of the research.