A contribuição da teoria da aprendizagem significativa de Ausubel na promoção do processo de ensino e de aprendizagem de equação do 1º grau no ensino fundamenta L II

Abstract

The purpose of this work was to analyze whether Ausubel’s theory of Meaningful Learning contributes to the promotion of the teaching and learning process of the 1st degree equation in elementary school II. For this intention, as theoretical subsidies, we studied the theory of Meaningful Learning, presenting its pillars, organization and enlightenment. Furthermore, we explore the historical aspects of the 1st degree equation, scholars' conceptions about algebraic education, as well as use of a digital platform containing the two-pan balance as a didactic resource for teaching 1st degree equations. The study was inspired by action research, focusing on the qualitative approach, developed in an order of 5 lessons of the 9th grade of elementary school II in public school. With regard to pedagogical practices, in this order of lessons, these occurred through an initiatory questionnaire, use of the two-pan balance (digital version) as a methodological resource and, finally, the ending questionnaire. In summary, the results indicated that our research objective was achieved, as we realized that the elements that govern the aforementioned learning theory reify in the sequence of lessons and activities, ensuring that students an understand and articulate concepts and plan for solving of 1st degree equations, in addition to favoring a fruitful environment for the propagation of mathematical knowledge.