Resolução de problemas contextualizados no ensino da matemática : um estudo de sua contribuição para a aprendizagem dos alunos do 9º ano do ensino fundamental em uma escola pública de Monte Alegre - Piauí

Abstract

In recent decades, there have been several economic, technological and social transformations, which led to new work relationships and ways of life, emerging different political and ethical conceptions, making the citizen increasingly critical and active. In this context, when it comes to teaching mathematics, several studies proposed rethinking the teaching methodologies that were applied, as they were based only on the memorization of rules, concepts and the mechanical repetition of exercises, as it made the student a passive participant in the construction of the knowledge. The objective was to analyze the importance of solving contextualized problems in the teaching of Mathematics as a contribution to the learning of 9th grade students. Descriptive study with a cross-sectional design, field research with a quanti-qualitative approach, conducted with 09 students from the 9th grade of Elementary School at the Fausto Rodrigues School Unit, in the rural area of the municipality of Monte Alegre do Piauí – PI. A semi-structured questionnaire and a subjective questionnaire were used, always taking into account the inclusion and exclusion criteria of the research. A statistical analysis was performed according to the saturation of responses proposed by Fontanella, Ricas and Turato (2010), and the data were entered into an Excel spreadsheet. For students (100%) it is very important to learn mathematical problems contextualized during the 9th year of elementary school, considering that learning in this content helps in the development of students in the next years of study. Students stated (88.9%) that they had the opportunity to study contextualized mathematical problems during their 9th grade at the Fausto Rodrigues School Unit, as well as being able to easily learn contextualized mathematical problems (66.7%) that are applied in the classroom. of class. They stated (88.9%) that teachers are able to pass on their knowledge, so that they are able to reliably learn contextualized problems. Students (44.4%) did not make suggestions to Mathematics teachers regarding the teaching methods they use to teach contextualized mathematical problems, being satisfied with the methodology used. Students answered 06 questions with contextualized mathematical problems, in questions 01, 02 and 06, most answered correctly (88.9%), in question 03, the number of correct answers was lower (66.7%) but certainly form was the majority of students, in question 04, the students were surprised, as 100% of them got the question right. And in the case of question 05, there was a greater balance between hits and mistakes, with 55.6% of the students getting it right and 44.4% wrong. This study reveals that the teaching methodology used by the subject teacher is accessible to students, as they had a learning experience, in which this was presented in the results about the learning questionnaire applied in the classroom, where students demonstrated mastery of problems. contextualized mathematicians, with the majority correctly answering the proposed questions. Therefore, teaching and mathematical problems contextualized in Elementary School are of paramount importance, especially in the 9th grade, because in this period they will move to High School and continue their student life