APRENDIZAGEM SIGNIFICATIVA DE ANÁLISE COMBINATÓRIA PAUTADA NOS TRABALHOS EM GRUPO E NA COMUNICAÇÃO MATEMÁTICA

Abstract

This paper presents excerpts of activities from Jacoby's dissertation (2019), and have that aim to analyze the possible contributions to learning Combinatorial Analysis based on group activities, exploring mathematical communication. For this, a research was developed in a class of 2nd year of high school, from a public school in Chapecó, SC, that started with the students solving, in small groups, problem-situations involving contents of Combinatorial Analysis using only their previous knowledge, the fundamental principles of counting, and then there was, from the teacher, the explanation of these contents. It is a qualitative research in which data collection took place using tests and questionnaire applied at the meetings, notes in the logbook and material written by the students. The analysis of the data performed through textual categories shows that this proposal contributed significantly to the learning of Combinatorial Analysis, as the students presented advances in the ability to solve problems involving counting. In addition, the results obtained indicate that exercising in groups, with stimulus to argument, brought contributions to the development of combinatorial thinking.