Análise combinatória: uma aprendizagem significativa com mapas conceituais

This work presents a strategy for teaching mathematics in a meaningful learning perspective, concerning the content of high school called Combinatorial Analysis, to understand the processes of counting from the understanding of the concepts involved. For the development of research, we used the assumptions of a teaching methodology based on the theory of David Ausubel and strategies of concept maps by Joseph Novak and Bob Gowin, as a mechanism for structuring the knowledge of students in the teaching and learning of the content mentioned. Ausubel tells us that knowledge is acquired and retained if the learner able to associate the relevant ideas in our pre-existing cognitive structure with the new information being offered. In this sense, Novak uses the concept maps for this relationship between existing and acquired knowledge is meaningful to the learner. Our study was an experiment, exposing Combinatorial Analysis content through the use of concept maps constructed and systematized by Bloom's Revised Taxonomy, so that we find meaningful learning in the apprentice. To check this, we apply a test before and after exposure of the content, using concept maps in the experimental class and without the use of concept maps in class Control. The results were evaluated on a quantitative and a qualitative analysis, proving that the use of concept maps in the study of mathematics, specifically in the content worked, favored meaningful learning. ; Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES ; Este trabalho apresenta uma estratégia de ensino de matemática numa perspectiva de aprendizagem significativa, referente ao conteúdo do Ensino Médio intitulado Análise Combinatória, a fim de que possamos entender os processos de contagem a partir da compreensão dos conceitos envolvidos. Para o desenvolvimento da pesquisa, utilizaram-se pressupostos de uma metodologia de ensino baseada na teoria de David Ausubel e nas estratégias dos mapas conceituais de Joseph Novak e Bob Gowin, como mecanismo de estruturação ...