Os erros mais comuns dos alunos do 9º ano do ensino fundamental e da 3ª série do ensino médio na resolução de problemas que envolvem perímetro e área

Abstract

The research carried out for this course conclusion work is justified by the importance that the concepts of perimeter and area have in Mathematics Education and in the students' abilities and cognitive development. Based on this reasoning, the following guiding question was delimited: What are the most common mistakes made by students in the 9th grade of Elementary School and in the 3rd grade of High School in solving problems that address the concepts of perimeter and area? With this, the general objective of the research was to investigate the errors of the 9th and 3rd grade students in relation to the resolution of problems involving perimeter and area, according to the Model of Didactic Analysis of Errors (MADE). The research was carried out with 9th grade and 3rd grade students from two state public schools in the cities of Rio Tinto and Mamanguape in the state of Paraíba. To achieve the general objective of the research, a qualitative, descriptive and case study methodological approach was adopted. The results obtained revealed that the most frequent errors observed in the classes participating in the research refer to the category of entry errors, which involves difficulties in understanding, perception and deviation from the objective of the problem. Such results point to a significant difficulty for students in solving problems that address concepts of perimeter and area in the Mathematics discipline.