Ensino de números racionais por meio de resolução de problemas na educação de jovens e adultos

Abstract

This work aimed to analyze the understanding of students in Cycle II of Youth and Adult Education in relation to rational numbers, based on problem solving, establishing a direct relation ship between school and social context. The motivation for carrying out this study is justified by the identification of the difficulties faced by students in learning Mathematics, as well as due to student dissatisfaction arising from the complexity associated with this area of knowledge. The theoretical foundation was based on studies that deal with rational numbers, problem solving, mathematics teaching and reflections on teaching in Youth and Adult Education. As a methodological assumption, this research presented a qualitative and exploratory approach. The participating public were students from Cycle II of Youth and Adult Education at a State Elementary School in the neighborhood of Jaguaribe, João Pessoa – PB. Different instruments were applied at different times: a diagnostic questionnaire, folding techniques for the concept of fractions, sequences of activities involving rational numbers and problem solving and a final questionnaire. At the end of the study, in relation to the learning of the participant group, it was found that rational numbers were not properly recognized in problem solving by students; the representations of fractional and decimal numbers in everyday life were identified by the students; the sequences of activities were effective in developing skills and recognizing the representations of rational numbers; students demonstrated skills in using Problem Solving strategies. Regarding obstacles, it was identified that students had difficulties in representing decimal numbers on the number line, as well as being unable to immediately recognize equivalent fractions nor master operations involving quotient calculations. The diagnostic and final questionnaires made it possible to outline the profile and understanding of how Youth and Adult Education students view mathematics teaching. The activities addressing problem solving in mathematics sought to enable meaningful learning through interaction with Youth and Adult Education students. In view of this, it was understood that from this study, which contextualizes and brings an approach to the content of rational numbers and problem solving, it was possible to demystify in the learner the aversion attributed by some to the Mathematics curricular component.