O método da falsa posição como alternativa pedagógica no ensino de resolução de equações do 1º grau

Abstract

This research, which focuses on mathematics education, addresses the potential recurring difficulties in learning first-degree equations, a core component of the Algebra unit in the BNCC (National Curricular Continuity). The study is justified by a traditional, often symbolic, and mechanical approach, likely resulting in disinterest and learning difficulties among students. Given this scenario, the overall objective was to explore, introduce, and evaluate the Method of False Position, a mathematical procedure of Egyptian origin based on trial and error, and as a historical pedagogical alternative for teaching and understanding first-degree equations. The qualitative research was conducted through the application of a didactic sequence at the Iracema Soares Municipal Elementary School, in a 7th-grade class in the city of Mamanguape, Paraíba. Data were collected through open-ended questions and an assessment questionnaire administered to the students. The main results demonstrated an extremely positive reception from students, with 89.6% rating the activity positively ("cool" or "very cool") and 82.8% stating that the method helped them better understand the concept of equations. The integrated data analysis indicates that the historical approach served as a strong motivator and that the method proved effective in building a conceptual bridge between algebra, making abstraction and equations clearer and more meaningful. The conclusion is that the False Position Method constitutes a viable pedagogical tool for use as an introduction to traditional algebra teaching, recognizing the teacher's role as a mediator between historical intuition and symbolic formalization.