Sequência didática dialética para o ensino e aprendizagem de números inteiros

Abstract

This study focuses on working with integers, particularly their negative elements, for seventhgrade students. It is an applied research aimed at addressing issues identified during the professional practice of the teacher researcher, supported by selected literature. The adopted approach is qualitative, explanatory, and interpretative, analyzing the possible knowledge construction achieved by students through the proposed didactic sequence, which contextualizes integers in various ways. A convergent mixed-methods approach was employed to achieve this. The objective was to investigate how a didactic sequence based on a dialectical approach could contribute to the understanding of integers, particularly negative ones. The guiding theories are the Dialectical Methodology of Knowledge Construction in the Classroom of Celso dos Santos Vasconcellos and the Theory of Meaningful Learning of David Paul Ausubel. The results indicated significant progress in the understanding of integers by students, reflected in increased engagement and autonomy when solving problems. The didactic sequence proved effective in promoting meaningful learning, providing students with the opportunity to connect content with real-life situations and develop critical and collaborative skills. These findings reinforce the importance of pedagogical practices that prioritize interaction and dialogue, moving away from mechanical approaches and towards an active construction of knowledge. [resumo fornecido pelo autor]