Probabilidade nos anos finais do ensino fundamental: propostas de ensino

Abstract

To intentionally think about Mathematics from teaching proposals is to consider the success of learning, without forgetting their constant review. This study aimed to describe teaching proposals for the probability content in the final years of Elementary School. To this end, a qualitative approach was used as a guideline to produce data and procedures and exploratory research regarding the general purpose of the work. The bibliographic research was the method that led to the techniques and instrument of data collection, having been chosen three dissertations whose authors demonstrated teaching proposals for the probability content. The phenomenological interpretive analysis was used for inferences (TRIVINUS, 2012). It was found that in the observed studies, the teaching proposals met the probability content learning process, even when they demonstrated the students' comprehension difficulties. It is suggested to the mathematics teacher the theoretical-practical study of teaching proposals to mediate effective learning.