Análise de erros na resolução de atividades didáticas sobre semelhança de figuras

Abstract

The aim of this research paper is to analyze the mistakes made by students of a 9th grade elementary school, in similarities in Figure didactic activities, involving the use of manipulative didactic materials, as well as discuss how These errors can contribute to teaching practice. The research was developed from the analysis of two didactic activities that were answered by 21 students of the 9th grade of elementary school of a state public school in Rio Tinto / PB. The activities are an integral part of a PROLICEN/UFPB teaching project of 2017. The project worked in 2017 on the subjects of Reason and Proportion, Tales Theorem, Similarity of Figures and Similarity of Triangles. in didactic activities using different pedagogical didactic materials. After an evaluation of these didactic activities, for the final report of the project, some errors were identified that were consistently made by the students of the class who responded the similarity of figures activities, with the help of manipulative materials, and that needed to be In-depth analysis. To support our research, we rely on the studies of Cury (2008), Pinto (2000) regarding the analysis of errors in Mathematics, the NCP (BRAZIL, 1998), RCEPB (PARAÍBA, 2010), BNCC (BRAZIL, 2018) with relation to similarity of figures. The methodology of this research is characterized as a case study of qualitative approach and exploratory nature. The results show that the most common mistakes were errors due to lack of ability to manipulate MD, reading difficulty, difficulties in establishing proportionality relationship, difficulty in visualization, incorrect association between polygons, difficulty in following instructions. It was also possible to realize that the error analysis brings several contributions to the teaching practice, because the teacher, by identifying the error and distinguishing the nature of each one of them, he perfects his methodologies and making these errors become elements of reflection and learning.