O MÉTODO DE RESOLUÇÃO DE PROBLEMAS NO ESTUDO DA INTEGRAL DEFINIDA COM LICENCIANDOS EM MATEMÁTICA

Abstract

The initial proposal of this undergraduate thesis was to investigate a method that could support the study of the Definite Integral, a content required in Calculus courses across programs such as Teacher Education and Engineering. Based on a Systematic Literature Review, the Problem-Solving Method was identified as an efficient strategy for this study. Thus, the research sought to answer: "What are the contributions of the Problem-Solving Method to the study of the Definite Integral?", applied with Mathematics undergraduate students at the Federal Institute of Education, Science and Technology of Piauí, Piripiri campus. The general objective was to analyze the contributions of the Problem-Solving Method to the study of the Definite Integral, identifying the main difficulties faced by students, verifying the application of the method as a teaching strategy, and evaluating its contributions and students' perceptions. The theoretical framework was based on Polya (2006), Silva et al. (2017), Onuchic (1999), and Onuchic and Alevato (2011). The methodology was defined as a case study with a mixed-methods approach, structured through a semi-structured questionnaire to identify participants and their difficulties regarding the Definite Integral; a thematic workshop to present the Problem-Solving Method as a study tool for the Definite Integral; and the construction of word clouds with students' considerations about the research. Therefore, the study yielded positive results, both from the participants' perspectives and the researcher's direct observations, with the method's contributions highlighting the improvement in problem interpretation and the organization of techniques for solving questions involving the Definite Integral.