Uma proposta de sequência didática para o ensino de operações com números inteiros para alunos da EJA

Abstract

The main motivation of this research work is the fact that many elementary and high school students have shown that their mastery of their ability to understand and apply the basic operations of the whole number set is rather limited. It is intended, through the application of a didactic sequence, to make the learners proficient in relation to the theme through interactions with the content, originated through the use of differentiated teaching strategies that use the use of games together with the exploration of new technologies. With this, it is intended to solve the difficulties presented by the students for the theme in question, and that they themselves take the protagonism of their teaching dynamics. We also aim with this production to discuss about the teaching of Mathematics in Youth and Adult Education (EJA), about their needs and qualifications. The relevance of the application of this research was based on the amalgam of formal and informal experiences of those involved in research with mathematics, which, aligned with a didactic sequence that ensures the use of their previous knowledge, can promote meaningful learning. Based on bibliographic studies and recorded observations, it was found that the methodology based on action research and ethnomathematics is effective in the construction and adequacy of knowledge of much of this target audience with so many peculiarities, and enables a closer dialogue between everyday life and mathematics.