Análise de erros em questões matemáticas : um estudo sobre o reconhecimento de padrões

Abstract

The present study aimed to analyze the mathematical errors made by high school students in questions involving pattern recognition. In order to achieve the main objective, we developed an instrument composed of two questions involving pattern recognition and applied it to students in the 1st, 2nd and 3rd year of high school, totaling 88 students, from a state school located in the city of Moita Bonita - SE. To carry out this research, we based ourselves on studies that highlight the importance of error analysis as a teaching practice. To analyze the instruments, we separated the data according to the classification of Cury (1998), separating them into correct, partially correct, incorrect and blank. After that, we used the typology of errors associated with mathematical activities proposed by Brousseau (2001). With this, we realized that most of the errors were classified as task error and technique error. Thus, we highlight the need to integrate errors into the learning process so that students can reflect and correct their mistakes, and to do so, it is up to the teacher to develop strategies that make this objective possible.