Contribuições da metodologia peer instruction para compreensão da função polinomial do 1º grau: proposta de uma sequência didática no ensino médio

Abstract

The learning of Mathematics content in Brazilian High Schools has shown itself to be capable of significant improvements. In recent years, the results measured in large-scale exams corroborate this scenario. Regarding the State Education Network of Rio Grande do Norte (RN), learning gaps were also found, mainly in the understanding of mathematical functions. In 2023, the content of functions appeared as the one that had the least related skills developed by students. In terms of teaching methodology, mechanical resolution of exercises after the presentation of content is still observed, with a lot of emphasis on memorization and less on understanding. There is little connection between the expected skills of the student, their life project and the social utility of logical-mathematical knowledge. However, scientific advances and technological transformations promoted in recent decades have led to the use of active methodologies in Education and their ability to engage and provide critical thinking; thus confronting content-based and passive learning. The general objective of this research was: To investigate the contributions of the Peer Instruction methodology to the understanding of fundamental concepts of the 1st degree polynomial function in High School. The specific objectives were: (I) To identify, in the literature, experiences with the use of Peer Instruction as a pedagogical strategy; (II) To plan and implement a didactic sequence that uses PI as a strategy for understanding elementary concepts about first-degree polynomial functions; and (III) To evaluate the contributions of the use of PI on student performance according to the proposed pedagogical intervention. The research was exploratory, close to action research, under a pragmatist paradigm. The locus of work was a 1st grade high school class in a school of the State Education Network of Rio Grande do Norte, in the city of Natal. The class teacher was also the researcher who developed the research. A didactic sequence (DS) was planned for the application of the PI methodology, having Problem Solving as its structuring axis. The competencies of the National Common Curricular Base (BNCC) and the context of the students were also taken into account in a fundamental way. The SD consisted of three stages: the introduction, the application of the PI tests, and the students' assessment of the SD used. The data collected were quantitative and qualitative in nature. The result was that in most of the tests solved with peer instruction, there was an increase in the number of correct answers. Two learning difficulties highlighted by the class were in mathematical function and in the division operation. The class recognized the benefits of collaborative work during the implementation of the SD, despite noticing that some colleagues were not ready to interact. After analyzing the data, possible paths were identified that could contribute to teaching the first-degree polynomial function. Some gaps to be filled by future work were also recorded. As a final product, a general SD was produced for teaching mathematical functions with the presence of the Peer Instruction methodology.