Aprendizagem de porcentagem utilizando resolução de problemas em uma turma do 7º ano do Ensino Fundamental

Abstract

Since 1980, mathematical educators have studied the formulation and resolution of problems in the teaching and learning process of mathematics. When it comes to teaching fundamental, some experts even consider the formulation and resolution of problems as the main reason for learning and teaching mathematics, since it is the point party to stimulate mathematical thinking (DANTE, 2010, p.9). With regard to the teaching of mathematics, the changes that occurred in society stimulated the creation and resolution of problems in the school environment, enabling the development of students' prior knowledge. Thus, one of the challenges of mathematics is working on problem solving, where the student can raise contradictions, ask questions, rescue self-esteem and self-confidence, linking content studied reality. However, problem solving is a strategy / challenge for students, which stimulates reading and interpretation through resolutions. Thus, this research aims to investigate what the contributions of using problem solving in learning percentage in a class of the 7th year of Fundamental Education