Contextualização de problemas de matemática suporte para uma aprendizagem com significado
DOI:
https://doi.org/10.34630/sensos-e.v6i2.3468Keywords:
contextualization, problem solving, mathematics, motivationAbstract
The excessive mechanization of the teaching of mathematics in Portugal is, according to several studies, the main cause for this subject be considered abstract, complex and disconnected from reality, becoming an uninteresting discipline. Thus, "what is math for?" is a question that hangs in the student's mind that doesn´t see its applicability and usefulness in theirs daily life.
It is urgent to promote contextualized learning, close to the student's culture, placing him as an active agent in the process of building their knowledge. From this premise emerged this study with 15 students from the 3rd year school year, through which, throughout three phases, they developed their competence in solving contextualized problems. The main goal of this study was to understand if the contextualization of problems, solved through the Polya method, would have the potential to motivate and involve students in these competences that are fundamental to Mathematics as a subject and in everyday experiences.
The study showed that the resolution of contextualized problems makes a more significant relational cognitive development possible. The contextualized problems, with situations close to the students' reality, changed their posture and improved their performance, showing greater predisposition to mathematics. Motivation, pleasure and confidence were central to the understanding of relational mathematics to the detriment of procedural mathematics.
