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Aprender a resolver problemas no 2º ano do ensino básico
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Abstract(s)
Este artigo tem como propósito compreender o modo como alunos do 2.° ano resolvem problemas. Discute-se a importância da resolução de problemas na aprendizagem da Matemática, o entendimento de problema, as etapas do processo de resolução de problemas e as principais estratégias de resolução A investigação subjacente foi realizada em Portugal, numa turma do 2.° ano de uma escola dos arredores de um meio urbano. A pesquisa seguiu uma metodologia qualitativa e a recolha de dados incluiu observação de aulas da turma do 2.° ano e recolha documental a propósito da resolução de seis problemas. Neste artigo são analisadas as resoluções de um dos alunos da turma, Daniel, caracterizando as estratégias que usa, as dificuldades que manifesta e as etapas de resolução por que passa. Os resultados salientam que usa diferentes estratégias, suportadas por representações icónicas e simbólicas. Manifesta dificuldades relacionadas com a interpretação do problema, a utilização de conteúdos matemáticos e o uso da estratégia trabalhar do fim para o princípio. Nem sempre é possível compreender se Daniel percorreu todas as etapas de resolução de problemas.
This paper aims to understand how 2nd grade students solve problems. We present an overview about the importance of problem solving in the learning of Mathematics, what is understood as a problem, the phases of problem solving and the main problem-solving strategies. The research was developed in a 2nd grade class of a school situated in Portugal on the outskirts of a city. The research that underlies this paper follows a qualitative methodology. Data collection was carried out by participant observation in a 2nd grade class and document collection about students' problem solving. This article analyses Daniel problem-solving that includes: the characterization of his strategies, the difficulties that he reveals and the phases of problem solving that he goes through. The results show that Daniel uses different strategies supported by iconic and symbolic representations. He has some difficulties related with the interpretation of the problem, the use of mathematical content and the use of work backward strategy. It is not always possible to understand if Daniel went through all the phases of problem solving.
This paper aims to understand how 2nd grade students solve problems. We present an overview about the importance of problem solving in the learning of Mathematics, what is understood as a problem, the phases of problem solving and the main problem-solving strategies. The research was developed in a 2nd grade class of a school situated in Portugal on the outskirts of a city. The research that underlies this paper follows a qualitative methodology. Data collection was carried out by participant observation in a 2nd grade class and document collection about students' problem solving. This article analyses Daniel problem-solving that includes: the characterization of his strategies, the difficulties that he reveals and the phases of problem solving that he goes through. The results show that Daniel uses different strategies supported by iconic and symbolic representations. He has some difficulties related with the interpretation of the problem, the use of mathematical content and the use of work backward strategy. It is not always possible to understand if Daniel went through all the phases of problem solving.
Description
Keywords
Resolução de problemas no 2º ano do ensino básico Estratégias de resolução de problemas Etapas de resolução de problemas Dificuldades dos alunos na resolução de problemas Problem-solving in a 2nd grade class Problem-solving strategies Phases of problem-solving Difficulties of students in problem-solving
Citation
Sousa, C., & Mendes, F. (2017). Aprender a resolver problemas no 2º ano do ensino básico. Bolema: Boletim de Educação Matemática, 31(57) 243-265. Rio Claro: UNESP – Universidade Estadual Paulista.
Publisher
UNESP - Universidade Estadual Paulista