ENEM : potencial algébrico na sala de aula

Abstract

This study presents applied research associated with the Professional Master's Program in Science and Mathematics Teaching at the University of Caxias do Sul. The study was conducted with tenth-grade students (first year of High School) at a private school in Rio Grande do Sul. The primary objective was to investigate how to enhance the development of Area 5 Competency from the Enem Reference Matrix through a Didactic Sequence (DS) comprising problem-solving situations. The theoretical framework was based on Ausubel's Meaningful Learning (2003), Zabala and Arnau's competencies (2014), and Clayton Christensen, Michael B. Horn, and Heather Staker's Blended Learning (2013). This descriptive, participant research adopted a qualitative approach and utilized various data collection instruments: diagnostic assessments, forms, questionnaires, and observation logs from both the teacher-researcher and the students. The analysis sought evidence of meaningful learning resulting from the implementation of the planned proposal. Results indicated satisfactory performance, evidenced by the students' interest, engagement, and commitment to the activities and their outcomes. As an educational product, this work resulted in instructional material - developed during the research and refined based on its application - available on the Master's Program website, aimed at supporting teachers in search of innovative approaches for teaching algebra. [resumo fornecido pelo autor]