Resolução de problemas do campo multiplicativo no 5º ano: a calculadora influência ou não?

Abstract

Our main objective was to investigate the influence of the calculator on the successful problem solving of the multiplicative field. The research was carried out in two classes of the fifth year of elementary school, one with 16 students and another with 18, both from the morning shift of the Cristo Rei Parish School, from Tocantinópolis-TO city. We used qualitative research as a methodology for the present study, since we tried to analyze if the students who had the calculator as an aid tool obtained more or less success in the answers than the students who did not use the tool, trying to analyze the strategies used together, and the possible interpretations through the annotations left in the questionnaires. We used as resources questionnaires containing some questions to draw the profile of the students and six situations-problems proposed, so we used the same model of questionnaire for the two classes, but one used the calculator and the other did not. The research was carried out in four stages, the first one was the state of the art about the productions with the thematic of the calculator as pedagogical tool in elementary education, the second was the choice of the group to be applied the questionnaires, which was motivated by the 5th year to be a passage from level 1 to level 2 of elementary school, students would necessarily have a greater maturity to understand the issues addressed, then in the third stage an analysis of the mathematics book used by the referent group was performed to detect the situations- the existing problems of the multiplicative field, thus using the concepts addressed by Vergnaud (2014), the proposed problems are of a multiplicative type and are classified into two categories: the isomorphism of measures and the product of measures. In the fourth stage was applied in the classroom in two stages, one day were applied three questions in the first hour in one class without the help of the calculator, and in the second time in the other class with the help of the calculator, had on average one hour to answer the questions, and the other day the rest of the questions were applied in the two classes again following the same sequence of the first day. However, we verified that the calculator did not influence the success of the problem solving, but it was evident in the notes made by the students that the difficulty is not only in the calculation framework, but in its interpretation, since we could verify the lack of a structured reasoning in the questions, being clear the execution of random operations, in the class that was not used the calculator, the amount of errors in relation to the interpretation was equivalent to the one of the group that used the tool, nevertheless the errors in relation to the calculation in the group that does not used the calculator the number of errors was greater than in the class that used the same tool, because in the class that used the calculator, only 1% of the class missed the resolution by problem with the resolution frame, the other 99% of the errors were of interpretation.