{"id":{"repo_id":"brazil-ufpb","oai_identifier":"oai:repositorio.ufpb.br:123456789/1352"},"canonical_url":"https://search.dev.ndltd.org/etd/brazil-ufpb/oai:repositorio.ufpb.br:123456789/1352","repository":{"repo_id":"brazil-ufpb","name":"Brazil UFPB","base_url":"https://repositorio.ufpb.br/oai/request"},"display":{"title":"Relato de experiência na matemática: Uma proposta envolvendo Equações de 1ºgrau com uma incógnita.","abstract":"This work is a result of experience in teaching Mathematics through a supervised internship and a proposal involving first degree equations with one unknown. The observations come from the activities that were held in a 7th grade class of elementary school in a public school in the city, consisting of 31 students between the ages of 12 and 14 years, with 17 boys and 14 girls, during the period from 04 to 25 October 2011. Our main aim was lead students to understand the content titled first degree equation with unknown, using as a tool for teaching the games and manipulative materials, based on assumptions of Azevedo (1979) and Rêgo (2008). The work brings initially the historical context of the equations, ending with a summary of the main Dynamics held in action and intervention project, in accordance with the Parâmetros Curriculares Nacionais - PCN. The methodology used was qualitative, based on a reflection on the use of games and manipulative materials in the classroom (SEVERINO, 2007). To this end, we used some theoretical as Castro (2003), Mano (2003), Barreiro (2006), Leiva (2006), Gil (2008), the Ponte (2009), and Dante (2011). After the applied the analysis instruments (questionnaires and activities classron) was noted that the use of manipulative materials in the classroom was essential for the development of the student's abilities, the results confirm the hypothesis that the use of these tools as a teaching methodology, when well planned, can contribute to the establishment of abstract content and expand the ability of interpretation of problems involving equations of the first kind. Keywords:","abstract_html":"This work is a result of experience in teaching Mathematics through a supervised internship and a proposal involving first degree equations with one unknown. The observations come from the activities that were held in a 7th grade class of elementary school in a public school in the city, consisting of 31 students between the ages of 12 and 14 years, with 17 boys and 14 girls, during the period from 04 to 25 October 2011. Our main aim was lead students to understand the content titled first degree equation with unknown, using as a tool for teaching the games and manipulative materials, based on assumptions of Azevedo (1979) and Rêgo (2008). The work brings initially the historical context of the equations, ending with a summary of the main Dynamics held in action and intervention project, in accordance with the Parâmetros Curriculares Nacionais - PCN. The methodology used was qualitative, based on a reflection on the use of games and manipulative materials in the classroom (SEVERINO, 2007). To this end, we used some theoretical as Castro (2003), Mano (2003), Barreiro (2006), Leiva (2006), Gil (2008), the Ponte (2009), and Dante (2011). After the applied the analysis instruments (questionnaires and activities classron) was noted that the use of manipulative materials in the classroom was essential for the development of the student's abilities, the results confirm the hypothesis that the use of these tools as a teaching methodology, when well planned, can contribute to the establishment of abstract content and expand the ability of interpretation of problems involving equations of the first kind. 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The observations come from the activities that were held in a 7th grade class of elementary school in a public school in the city, consisting of 31 students between the ages of 12 and 14 years, with 17 boys and 14 girls, during the period from 04 to 25 October 2011. Our main aim was lead students to understand the content titled first degree equation with unknown, using as a tool for teaching the games and manipulative materials, based on assumptions of Azevedo (1979) and Rêgo (2008). The work brings initially the historical context of the equations, ending with a summary of the main Dynamics held in action and intervention project, in accordance with the Parâmetros Curriculares Nacionais - PCN. The methodology used was qualitative, based on a reflection on the use of games and manipulative materials in the classroom (SEVERINO, 2007). To this end, we used some theoretical as Castro (2003), Mano (2003), Barreiro (2006), Leiva (2006), Gil (2008), the Ponte (2009), and Dante (2011). After the applied the analysis instruments (questionnaires and activities classron) was noted that the use of manipulative materials in the classroom was essential for the development of the student's abilities, the results confirm the hypothesis that the use of these tools as a teaching methodology, when well planned, can contribute to the establishment of abstract content and expand the ability of interpretation of problems involving equations of the first kind. Keywords:"]},{"key":"dc:title","label":"Title","values":["Relato de experiência na matemática: Uma proposta envolvendo Equações de 1ºgrau com uma incógnita."]}]}],"canonical_facts":{"dc:creator":["Oliveira, Marta Rosana Alves de."],"dc:date.accessioned":["2016-10-03T17:39:47Z"],"dc:date.available":["2016-10-03T17:39:47Z"],"dc:date.issued":["2016-10-03"],"dc:description.abstract":["This work is a result of experience in teaching Mathematics through a supervised internship and a proposal involving first degree equations with one unknown. The observations come from the activities that were held in a 7th grade class of elementary school in a public school in the city, consisting of 31 students between the ages of 12 and 14 years, with 17 boys and 14 girls, during the period from 04 to 25 October 2011. Our main aim was lead students to understand the content titled first degree equation with unknown, using as a tool for teaching the games and manipulative materials, based on assumptions of Azevedo (1979) and Rêgo (2008). The work brings initially the historical context of the equations, ending with a summary of the main Dynamics held in action and intervention project, in accordance with the Parâmetros Curriculares Nacionais - PCN. The methodology used was qualitative, based on a reflection on the use of games and manipulative materials in the classroom (SEVERINO, 2007). To this end, we used some theoretical as Castro (2003), Mano (2003), Barreiro (2006), Leiva (2006), Gil (2008), the Ponte (2009), and Dante (2011). After the applied the analysis instruments (questionnaires and activities classron) was noted that the use of manipulative materials in the classroom was essential for the development of the student's abilities, the results confirm the hypothesis that the use of these tools as a teaching methodology, when well planned, can contribute to the establishment of abstract content and expand the ability of interpretation of problems involving equations of the first kind. Keywords:"],"dc:identifier.uri":["https://repositorio.ufpb.br/jspui/handle/123456789/1352"],"dc:language.iso":["pt"],"dc:publisher.department":["Matemática"],"dc:subject":["Equação do 1º grau","Materiais manipuláveis","Ensino e aprendizagem da matemática","Equation of the first degree","Handling materials","Teaching and learning of mathematics"],"dc:title":["Relato de experiência na matemática: Uma proposta envolvendo Equações de 1ºgrau com uma incógnita."],"dc:type":["TCC"]},"updated_at":"2026-07-24T01:18:10Z"}