A Heurística de Polya no ensino de sistemas lineares: um estudo de caso em uma escola pública do município de Itapororoca-PB

Abstract

This study analyzed the application of George Polya's heuristic in solving problems involving linear systems in high school, in two 2nd-year classes at a public school in the city of Itapororoca. The objective was to investigate whether the use of this approach would contribute to minimizing difficulties related to the interpretation of statements and the development of problem-solving strategies. A quantitative-qualitative methodology was adopted, based on the application of activities with two classes: one that received guidance on Polya's heuristic and another that did not have access to this strategy. The proposal was based on the four stages of the method: comprehension, plan establishment, plan execution, and reflection, applied to solving problems with linear systems. The research also relied on the guidelines of the National Common Curriculum Base, especially regarding the development of skills related to problemsolving. The results showed that the students who used the heuristic performed better in interpreting the statements and organizing problem-solving strategies, compared to the class that did not receive guidance. It was also observed that the students' initial difficulty was strongly associated with understanding the problems, which was partially overcome with the systematic application of the steps proposed by Polya. It was concluded that the use of Polya's heuristic significantly contributed to making the learning of linear systems more accessible, favoring the development of mathematical thinking and bringing the discipline closer to the students' reality.