Questões envolvendo o princípio fundamental da contagem: o que sabem os alunos do ensino médio das escolas públicas?

Abstract

This work aims to analyze the difficulty of high school students have to understand the Fundamental Principle of Counting. For this, a questionnaire with students finishing high school compound was applied two questions: one involving a direct product of the figures contained in the statement and another composed of four steps a, b, c and d that grow gradually the level of difficulty thus seeking an analysis of how students come out of the last series of basic education. Were chosen questions involving only the Fundamental Counting Principle of building upon the evidence / exams that students must submit during or after the completion of this phase as the National High School Exam and the Olympiad of Mathematics Public schools. The Fundamental Principle of Counting was chosen because it is a content included in two reviews and that does not require any complicated or difficult to memorize formulas, but requires a good match against mathematical reasoning, underperforming students was observed and only able to correctly answer questions that directly involved the application of the Cartesian product that appeared on the statement, the issues that required a division steps and strategy in the organization so they could be properly resolved were answered incorrectly, the greatest difficulty presented by the students was the lack of necessary knowledge or even motivation or patience for the interpretation of the utterance. As for his objective it is an exploratory research, which in the case of questions of evidence / tests was based mainly official documents by the Evaluation National Curriculum Parameters, National Curricular Parameters + and Curriculum Orientations for Teaching Medium.