O que sabem os professores que lecionam do 2º ao 5 º ano sobre problemas do tipo combinatório

Abstract

This study has as main objective to investigate the performance, as well as the strategies of teachers of Elementary School in the resolution of problems of the combinatorial type. This research is extremely important so that we can understand what knowledge the teachers of this level of education have on this content so significant for the development of Combinatorial Reasoning. For this, we base our study on the works of Pessoa (2009), Rocha and Borba (2013). We used as a methodology the qualitative research, which seeks to describe the reality in its natural environment and as data collection tools, non-participant observation in mathematics classes and the application of an activity questionnaire containing eight questions on combinatorial problems. As a result, we observed that the teachers had different performances in solving the questions, and the problems of the Cartesian Product type were configured as easier, and the most difficult were the problems of the Combination type. They used diverse strategies to solve the problems and had difficulties in answering those that presented greater numbers of possibilities. We conclude that the combinatorial teaching it is extremely important in the early years of Elementary School and that it is essential that teachers have the knowledge and domain of this kind of problem because it is from this knowledge that they will assist in the development of logical thinking in their students