Resolução de problemas para o ensino de equação do 2° grau no ensino médio

Abstract

Mathematics is a subject with which most students do not identify. This occurs not only exclusively with this subject, but also with some mathematical content, such as high school problem-solving, and this is due to the fact that teachers adopt the traditional teaching system. Based on this fact, the use of problem-solving for teaching high school research emerges as an innovative teaching methodology for teachers to move away from traditional teaching. To this end, we seek to understand the teaching of high school research through the problem-solving methodology in order to answer our research question: What characteristics of the problem- solving methodology contribute to the teaching-learning process of quadratic equations in high school? Methodologically, a pedagogical proposal based on George Pólia's problem-solving method was developed to justify our hypothesis: namely: By hypothesis, we understand that organizing problem-solving into stages such as: reading and interpretation, planning, execution, and evaluation of results, provides organization in the students' problem-solving thinking when faced with problem situations. As main results obtained, we highlight a significant improvement in student performance, and we realized that with few changes in the way mathematics is taught in the classroom, it was possible to promote an improvement in how students view the subject, thus concluding that Pólia's method can be an auxiliary tool for Teaching and learning quadratic equations in high school