Analisando o ensino da álgebra no 6° ano do ensino fundamental

Abstract

This work, classified as applied research of qualitative nature, has as its general objective to analyze the teaching practice in the teaching of Algebra contents in the years of primary schools. In this direction, the specific objectives are: i) good teaching practices during the teaching of Algebra in the 6th grade. ii) the resources and didactic strategies used by teachers during Algebra classes in 6th grade. iii) contextualised situations which may develop competences and abilities for the study of Algebra. In order to theoretically ground this research, we chose to discuss briefly about the history of Algebra, for that we rely on the following theorist: Roque (2012); we also discussed about the teaching of Mathematics and Algebra, in this case, we supported ourselves in the official documents: BNCC (2018) and; PCN (1998). In the first moment, a questionnaire was applied to 6th grade Mathematics teachers. In the sequence, we conducted a data collection and we relied on a semi-structured interview (PRODANOV and FREITAS, 2013) conducted with three teachers who presented indications of good practices from the answers of the questionnaires for the algebra teaching in the 6th grade. The analysis and results were organized in the Chapter. iv). After analyzing the data, we could identify important elements that are present in the role of the teacher, who has the challenge of making the teaching process effective. Thus, we conclude that, specifically regarding the teaching of Algebra to the students of this 6th grade class, the diversities of methodologies for the teaching of algebra are essential for this process to be meaningful and effective. Keywords: Algebra; Teaching of Mathematics; Elementary school.