A resolução de problemas contextualizados sobre análise combinatório na 2º série do ensino médio

Abstract

The theme arises when observing the methodology used by Mathematics teachers, revealing the great difficulty that students face with these contents at the beginning of the 2nd bimester of the 2nd year of high school, mainly because they involve the interpretation of contextualized problems. It is also noted that, sometimes, due to the difficulty of interpreting students, the teacher prefers not to use contextualized problem solving as a teaching methodology. the present work had as specific objectives: to elaborate activities using contextualized problem solving about combination, permutation and simple arrangement; apply the activities in a high school class of a state public school; observe the application of activities contextualized by other interns in other classes; describe how students use the steps of problem solving, in the combination, permutation and simple arrangement contents and, finally, evaluate the results obtained after applying the proposed activities through questionnaires and learning assessment, analyzing the contributions and difficulties of the students to use the contextualized problem solving methodology.