Sequência didática utilizada na resolução de problemas matemáticos

Abstract

The present work aims to propose a didactic sequence with some strategies so that the 2nd year of high school mathematics teacher can use it to structure lists of exercises with the potential to be solved and studied by students with difficulties in mathematics. . Through a research with a qualitative and quantitative approach carried out with students from two classes of the 2nd year of high school. Mathematical exercises and problem solving as a teaching methodology have a significant space in the process of teaching and learning mathematics. However, not infrequently, they lose strength when the problems solved and proposed to students do not have an adequate sequence, especially for those who are starting in some topic or who have difficulties in this area of knowledge. Through a case study, a survey of the main characteristics that generated students’ indifference in relation to the proposed activities was carried out and based on these results, some interventions were made in order to improve the didactic sequence presented in this work. We obtained a relevant change in the students’ attitude towards the proposed new didactic sequence, which confirmed our initial suspicions.