Método de Polya e problemas verbais: estratégias de linearização sintático-semânticas
DOI:
https://doi.org/10.34630/sensos-e.v6i2.3472Keywords:
metalinguistic domain, verbal problem solving, polya method, comprehension strategies in readingAbstract
In this paper, we will present partial results of an investigation that fell on the understanding of verbal problems and the application of the Polya method, in 4th grade Primary School. The research was developed according two problem-questions: Does the domain of comprehension skills in Reading influence problem solving?; What contribution can the students have to the knowledge of the Polya method and of different strategies in solving verbal problems of two or more steps?. It followed the research-action methodology, with a mixed approach. A test was applied with two versions: v.A, three verbal problems extracted from the Verification Tests (2015); v.B, the same problems adapted semantically and syntactically. Phases: application of the pre-test; intervention, focusing on the articulation of the phases of the Polya method with the components of comprehension in reading and teaching comprehension strategies in the resolution of verbal problems; reapplication of the post-test. We will only present data on problems with semantic changes. The results of the post-test were higher than those of the pre-test: in problem 1, in v.B the mean rose by 0.45 points; in Problem 3, in v. A 0.94 and v.B 1.29. The importance of articulated learning will be demonstrated, since the mother tongue is the vehicle of communication in the teaching of Mathematics.
