Uma abordagem investigativa para o ensino de análise combinatória

Abstract

The teaching of Combinatorial Analysis is often reduced to the application of ready-made formulas. This work proposes an investigative approach to teaching Combinatorial Analysis topics, specifically related to anagram counting. Instead of focusing on formula application, students were guided through a sequence of investigative activities involving anagram enumeration and encouraged to explore counting processes autonomously, promoting the construction of their own results and justifications. Thus, the proposed activities aimed to foster a more active and participatory relationship with mathematics, in which students become protagonists in building their knowledge. This process highlighted the student's active role in seeking their solutions, making them central agents in their learning. Additionally, it allowed the teacher to observe difficulties in both interpretation and resolution of questions from their source. However, time limitations hindered a broader exploration.