Compreensão leitora no processo de resolução de problemas matemáticos

Abstract

Reading is a human learning action for all areas of knowledge. However, each area has its own language from which understanding is established. Specifically, in Mathematics, reading comprehension becomes fundamental to solve the most varied problem situations involving the curriculum or even those on everyday life. Solving mathematical problems involves language in the broadest sense, which needs to be explored and refined in order to gain a better understanding of what is being asked for. Taking that into account, the present work aimed to present reading strategies that contributed to the improvement of the required skills at Prova Brasil, in relation to the Numbers and Operations axis. In order to achieve this goal, an applied research, exploratory, descriptive was developed. The data approach was qualitative, in face of the reality witnessed, through participant observation, together with twenty-nine students from the 5th grade of a public elementary school, a County school system in the city of Ponta Grossa, which participated in the evaluation process of Prova Brasil in 2017. The research was developed in four stages, starting lesson plans for pedagogical work by exploring the before reading, addressing the Axis Descriptors: Numbers and Operations; followed by applying the simulated tests, which would be during reading and self-assessment, the after reading, in parallel with data / scores from Prova Brasil and e-book production. Data were collected through the application of simulated and qualitative analysis of both oral and written self-assessment. As a theoretical contribution, studies of legal pedagogical documents such as the PCN, National and Municipal Guidelines and the BNCC were based. They also support the research: the problem solving proposal (POLYA, 2006), in parallel to the approach of reading strategies (SOLÉ, 1998; SMOLE, 2001); the Cognitive Psychology based on (MATLIN 2003; STERNBERG 2008; COSENZA, GUERRA, 2011); the Item Response Theory (IRT) to situate the understanding of the items (questions) of the Prova Brasil. As an educational product, this study resulted in the production of an instructional ebook on Prova Brasil, addressing reading comprehension strategies for mathematical problems. The purpose of this study is to share this pedagogical practice with teachers working with 5th graders, which aims to contribute to the reading comprehension of students regarding mathematical problems. Thus, this research points out that working with reading can provide input to develop understanding, through appreciation of the students' language and oral expression in Mathematics.