O uso da resolução de problemas relacionando conteúdos de cálculo às práticas em matemática da educação básica

Abstract

Faced with the perception of the distance between the teaching of Differential and Integral Calculus and the practice of Mathematics teachers in Basic Education, this research seeks to weave an investigative scenario regarding the complex dissonance between “what to learn” and “what to learn it for”, in order to rethink the discipline within the scope of the degree, with the main objective of analyzing the relationship between the content of Differential and Integral Calculus and the Mathematics of Basic Education. This investigation was motivated by the following guiding question: “How can content commonly taught in Calculus be related to basic mathematics through problem solving?”. To answer this question, a qualitative study was carried out with the perspective of listening to math teachers. To do this, in addition to the bibliographical references, a questionnaire generated by Google Forms was applied to a total of fiftysix math teachers from the municipality of Muriaé (MG) and the surrounding region, as well as from Itaperuna and the surrounding area. It was clear that there is agreement on the importance of studying Calculus in undergraduate courses, but also a great deal of criticism about the need to rethink it, in order to bring it closer to the reality of the classroom in schools. The dissertation proposes the use of the Problem Solving methodology, in its bias towards learning through problem solving, which resulted in an Educational Product that was concerned with emphasizing problems that should be explored more in the study of Calculus and that are in harmony with the content of Mathematics in Basic Education. The conclusion is that there is a need to change the format of classes, since the teaching and learning of mathematics is still rooted in the presentation of facts and the exposition of results, rather than problematized approaches, which prevents students from making sense of mathematical knowledge.