O software math e o cálculo mental: potencialidades e limitações de uma proposta envolvendo as operações básicas com números inteiros no 7º ano do ensino fundamental

Abstract

This Final Work (TCC) portrays the use of technologies in the teaching of Mathematics. Its general objective is to investigate the potentials and limitations of a proposal for the development of mental calculus using the Math (calculator) software involving basic mathematical operations with integer numbers with 7th grade students. As specific goals, we outline to implement an activity involving the basic mathematical operations with integer numbers with Math software; analysis of the use of mental calculation as a strategy in situations that involve the basic operations with whole numbers in the activity; to verify if the use of Math contributes to the development process of students' abilities related to the use of technologies and mental calculus with whole numbers. Regarding the methodology, a research is classified as exploratory in terms of objectives and a collaborative research in terms of technical resources for data collection. The nature of their approach is qualitative. The chosen activity was of the “broken calculator” type with the aid of a Mathematical software. She faith developed in an Integral Citizen School - ECI located in the city of Mamanguape-PB in a 7th grade class in the Remote Teaching model. Among the potential, we highlight the fact that the students adapted well to the application and participated showing the results achieved. Mental calculation was associated with various selections of the type of trial and error and approximations. The mental calculus was silver by the students, with emphasis on the cases of students K, student D and student J. The others only performed simple operations with the available keys, with or without the Math software. We also highlight the possibility of working on BNCC skills that involve mental calculation and calculator use. About limitations, for some results of the proposed framework in the activity of the “broken calculator”, we observe that they can be found without using mental calculation or even a calculator like Math. It is up to teachers to adapt and elaborate questions that make students exercise mental calculation