Teoria da engenharia didática como intervenção para desenvolver o letramento matemático de alunos dos anos finais do ensino fundamental

Abstract

One of the concerns seen in recent years in mathematics learning assessment documents and programs is the low level of students' understanding in associating mathematics in problem situations involving everyday issues. This ability to associate is related to students' level of Mathematical Literacy (ML). The term Mathematical Literacy has been highlighted in guiding documents such as Programme for International Student Assessment (PISA) and Base Nacional Comum Curricular (BNCC), in order to promote its exploration and strategies for it to be developed in the classroom. Thus, the objective of our study focuses on investigating how a classroom intervention, designed based on the Theory of Didactic Engineering (TED) can contribute to the development of Mathematical Literacy in 9th grade of elementary school. Our research was organized according to the Didactic Engineering Theory teaching methodology and its steps. This work presents the construction of an analysis matrix composed of levels of Mathematical Literacy and their respective indicators, an analysis of the area and skills of Mathematics of the BNCC, the matrix of proficiency in Mathematics of the 9th grade of the System for Evaluation of Basic Education (SAEB) and the Political Pedagogical Project of two schools in the municipality of Alegrete. Aṕos these preliminary analyses, the previous knowledge of 10 students from a 9th grade class of elementary school II was verified, through the application of a didactic sequence composed of contextualized questions. There was the application of three didactic sequences at the moment of experimentation, in order to conceptualize and solve the questions of the a priori analysis, followed by an a posteriori analysis with the objective of performing a confrontation between the data obtained in the two analyses to verify if the TED favors the development of the LM. It is noticeable the advance of learning of the subjects involved in the research, the positive development of mathematical skills and abilities, which confirms to us the effectiveness of TED as a methodology for the growth of Mathematical Literacy. There are numerous positive aspects associated with teaching mathematics in a contextualized way, improving teaching practice and inserting the reality of the student in the classroom.