Problemas matemáticos contextualizados: leitura e compreensão

Abstract

This work has as a qualitative research of the type of case study, whose research question is what possible solutions to minimize the difficulties of understanding the statements of mathematical problems, having as subjects of this study two mathematics teachers and ten students of one class of first year of the high school of the Brandão State school of the Amorim. In obtaining the data of the research was used observation in the classroom; questionnaires (pre-test and post-test) and an intervention activity with the students, and a semi-structured informal interview with the teachers, the results obtained generated subsidies to reach the objective of this study, which is to present possible solutions to minimize the difficulties encountered by students in the understanding of the mathematical problem statements of arithmetic progression. It is evident the importance of providing a favorable space in the school environment for the collective construction of knowledge. The results allow us to affirm that problem solving be worked on continuously, as teaching methodology, and not only as sporadic activities.