Working with First Degree Equations through Problem Solving from a Collaborative Perspective

Abstract

In this work we analyze the effectiveness of adopting didactic practices based on a Collaborative Scheme and Problem Solving heuristics in the context of teaching Mathematics. The results are compared to the traditional adopted didactic practices. The study started by adopting Collaborative Schemes and the practical aspects to be observed in the classroom implementation. In the sequence, a study was performed on the heuristics of Problem Solving, alluding to the concepts of Polya and Onuchic and reflecting on how the National Curricular Parameters and the National Common Curricular Base highlights the potential of Problem Solving to improve Mathematics teaching, in the Brazilian Educational System. An experiment carried out at the Professor Gilberto Bento Municipal School, in the city of Rio de Janeiro, is presented. Two seventh grade classes were subjected to first degree equation lessons. In one of them, the Collaborative Scheme and Problem Solving approach was adopted, while the second was subjected to the standard approach. The qualitative results of the observations carried out in the applied activities in both classes are discussed and the conclusion indicates that working within the proposed approach is an alternative route able of promoting significant gains in the teaching-learning process of Mathematics, contributing not only to improve the cognitive development of students and their relationship with Mathematics, but also to their sociocultural construction.