O favorecimento da vivência da metacognição a partir da resolução de problemas aritméticos por alunos dos anos finais do ensino fundamental

Abstract

Aiming at an education focused on the formation of creative, independent and active individuals in their daily lives, we propose in this research to promote among students of the final years of Elementary School the self-analysis of their own learning processes (metacognition), leading them to act with awareness and control about their cognitive actions and also investigate how students analyze their mistakes and how they try to learn from them. With this, we seek to answer the following central question: Do activities that solve mathematical problems favor students in the final years of elementary school to experience metacognition? In the research, the involvement of students, from the 6th to the 9th grade of a Municipal School in the city of Areia Branca/SE, was analyzed in the course of problem solving activities with basic arithmetic operations and with the use of metacognitive strategies. We theoretically rely on Polya, Onuchic and Allevato and Dante, among other authors, considering problem solving as the focus of the mathematics subject, as stated in the official curricular documents analyzed (BNCC, PCN and Curriculum of Sergipe). Flavell, Portilho and Rosa provided theoretical support for the concepts and elements present in metacognition and its approximation with the processes of solving arithmetic problems. In Van de Walle, Leal Jr. and Onuchic, we find metacognition applied to problem solving as a conscious action by the student about their resolution processes. This study was of a qualitative nature in the form of action research. Three activities were developed with the participation of students and in each one they were asked to solve three arithmetical problems, planned according to two (mobilizable and available) of the three levels of knowledge expected by Robert, the three are: technical, mobilizable and available. After each activity, the students answered a Metacognitive Questionnaire, adapted from Portilho, based on the Mayor model. Based on the answers to the questionnaire and the students' speeches, we sought to know the metacognitive strategies used by them in solving the proposed problems and sought to guide them in self-assessment during problem solving. The application of tasks organized through the levels of knowledge proposed by Robert helped us to identify the previous knowledge expected from students, which seems to have facilitated the use of strategies known to them, and also allowed their verbalization. Thus, it is concluded that activities with solving mathematical problems favor students to experience metacognition.