Concepções e tratamento dado ao erro no processo de ensino e aprendizagem matemática das escolas de ensino médio CETI Deputado Pinheiro Machado e IFPI Campus Cocal

Abstract

The present research sought to study the conceptions of teachers and students from two high school institutions in the city of Cocal - PI about the mistakes made during mathematical learning. The research problem was to know how the error conceptions presented by them influence the teaching and learning process. It is a field research, qualitative and exploratory. Two online questionnaires were applied, the first for three mathematics teachers from the 1st year A, 2nd year A, 2nd year B and 3rd year A classes and the second for the students of the respective classes. The questionnaire applied to the teachers served to identify the methodology and evaluative practices applied in the classroom, in which they used the error as a didactic tool. The questionnaire applied to the students served to understand how the very conception of error contributes to the construction of critical learning. The results obtained indicate that the teachers' conception of error does not differ, they present the error in a constructivist perspective. However, when analyzing the students' answers, some divergences were observed, regarding the view given to the error itself and the view given to the teacher's methodology. It is concluded that the research presented a picture of the vision and perspectives of teachers and students about the errors present in mathematical learning. The results obtained suggest the continuity of the critical analysis of the data, as well as the application of the work to other researches in the area of mathematics or other areas