Costurando conhecimentos : entre fios e incógnitas, uma colcha de retalhos com o ensino de equações do segundo grau.

Abstract

This dissertation presents a study about the teaching of the equation of the 2nd degree in a class of the 9th year of Elementary School, and part of the following research question: How has been the teaching of equation of the 2nd degree in a class of 9th grade of elementary school in a municipal school in the interior of Goiás? The general objective was to know and analyze the processes of teaching equation of the second degree in this class from the face-to-face observation of five classes on equations of the second degree. Data were collected from the experience reporting methodology, with a qualitative approach, using the personal Field Diary instrument, as well as an interview with the class Math teacher. Considering the experience of the researcher as a craftsman, the research actions and the elaboration of this dissertation were guided by the metaphor of the construction of a patchwork quilt, sewing a tapestry of experiences/ experiences of teaching practices in mathematics. Some authors who contributed to this way of thinking were: D'ambrosio (1986; 1996; 2016; 2019) with his position in Mathematical Education, Larrosa (2014) with his writings on experience, arts and education, Dante (2010) and Dutra (2019) that evidenced the Teaching in Mathematics, Coxford (2001) and Araújo (2008) with their visions in the Teaching of Algebra and also Delors (2010), Perrenoud (2000) and Lorenzato (2010) with the eyes turned to teaching. From the immersion in the classroom, the teacher’s answers to the questionnaire and the theoretical background, it was possible to understand that the teaching of equations of the second degree is built gradually, through explanations, abstractions and fixing activities. It also identified the challenges that still need to be faced in this teaching, as the difficulties of students in the application of Bhaskara’s formula, in the interpretation of problem situations and the absence of diversified pedagogical resources to make it more significant.