O ensino da álgebra no ensino fundamental: dificuldades e desafios

Abstract

In this monograph highlights the huge concern with evidence and the difficulties encountered by the students and by the challenges that the guide with teaching and learning of algebra, currently always present in the teaching practice in different levels of education in special highlight is the seventh year of elementary school. This research aimed at studying the difficulties faced by students and the challenges they may bring to the classroom practices in the teaching of algebra, and often these difficulties may be related to how teachers develop their teaching methodology in learning process algebra. According to the theoretical analysis sought to build a proposal that contributes to the discussion of possible errors made by students in the formulation of using algebraic reasoning to solve practical problems of everyday life. The implementation and enforcement of the proposed teaching was developed in two phases: the first will discuss the algebra in a general context from the emergence of algebraic symbolism; - curriculum guidelines, the relationship between algebra and arithmetic, teaching algebra as in Brazil; history of algebra, while the second will focus on the analysis of the results obtained from the questionnaires developed in two Colleges of the State of Paraná in the metropolitan area. We used questionnaires to pupils of the seventh year of elementary school, along with an analysis of quantitative sampling resolutions. The analyzed results make clear the difficulty these students in obtaining the relation of thought and algebraic reasoning in the various stages of elementary school, focusing more difficulty with students who attend the period of the seventh year of primary education in public schools.