A Álgebra nos Anos Finais do Ensino Fundamental: Erros que Alunos mais Cometem

Abstract

The research carried out in this work refers to a search for reflections and proposals for solutions to minimize the problem of mistakes made by students in the final years of elementary school during the teaching-learning process of the Algebra thematic unit in the midst of the transition from arithmetic to mathematics algebraic. To understand the teaching of Algebra today, it was necessary to develop a historical study on how Algebra first appeared, as well as the influences suffered over the years, including the reforms that took place from 1970 onwards and the current models initially guided by by the National Curriculum Parameters (PCN, 1998) which was recently replaced by the Common National Curriculum Base (BNCC, 2018). This work was developed based on a methodology of bibliographic research and field research. For this purpose, playful activities were used that could provide a mapping of the mistakes that students make the most. Most students demonstrated difficulties in the construction of algebraic expressions. It was also observed in several studies the feeling of inability to recognize themselves as an individual with the potential to learn mathematics. The auxiliary study contributes to a reflection on the importance of using playful methods and lesson plans that would enable the improvement of the process of building algebraic thinking.