Erros comuns dos estudantes em álgebra

Abstract

Algebra is seen by many students as impossible to understand, as most students experience difficulties in arithmetic for later grades. Traditional classroom education is limited to the exposure of content without direct student participation, in which most assessments only point out the students' hits and misses, without solving the problem of those who made the mistakes, making them feel excluded from the learning process, generating a feeling of incapacity. Research on Error Analysis in Mathematics has shown that if the teacher decides to understand how students have solved or interpreted problems, they can clearly and objectively visualize where their learner's difficulties lie, and more than that. to question, still, about the possibility of the answers presented represent the solution of another problem, which the student interpreted and that would not necessarily be incorrect. In proposing an investigation into the origin of student errors, the teacher places these students as active participants in the construction of knowledge and the development of algebraic thinking, motivated to seek to understand their errors. In this sense, a research was conducted, in which the students answered some questions, from which it was possible to analyze the answers, verifying that there are some common errors as shown by several analyzed works.