Estratégias de leitura implicadas na resolução de situações-problema na área da matemática

Abstract

The work entitled "Reading strategies and problem solving" seeks to understand the main reading strategies involved in understanding problem situations, especially those that constitute the Prova Brasil, applied at the end of the 5th and 9th years of elementary school and that assesses student’s development in Portuguese Language and Mathematics. Thus, the general objective is to investigate reading strategies implied in the understanding of problem situations aimed at the First Cycle of Elementary School. In this sense, this work is justified because it seeks strategies that can be used to assist children in solving these problem situations, helping them to understand what they should look at in these texts and how they should proceed to solve the problem. It is understood that this helps students not only in the classroom, in the face of curricular activities, but, mainly, helps them to be more autonomous in their social life to solve situations that are presented to them every moment in life outside of school. The theoretical foundations of this research follow the principles and assumptions of Solé (1998) and Kleiman (2004, 2016), Girotto and Souza (2010), regarding reading and reading strategies. Concerning the problem situations, it is taken into account, mainly, the contribution of the National Curriculum Parameters for Elementary Education (1997), since the applicability of the Common National Curriculum Base (2017) is recent. Regarding the methodological procedures, this research is characterized as applied and of bibliographic nature. As for the approach to the problem, it is qualitative in nature. The corpus of the research comprises four questions from the 2011 Brazil Exam test for the 5th grade class, available on the website of the Ministry of Education and Culture, since there is no access to the applied tests. With the study, it was found that, for problem solving, several strategies are triggered and not just one, and that the strategies to be mobilized depend on the triggering of the problem situation. Moreover, the main problems seem to be related to the lack of perception about what is essential to observe in the statement to solve the problem and the need for transposition between semiotic systems involved in operations. In this sense, it is necessary to help the student to summarize what is important in the statement, extracting from it the essential parts of the resolution and to make the necessary connections among languages. It is also highlighted the importance of verbalizing the reasoning that teachers perform for problem solving, as this can shed light on the path woven by students.