THE CALCULATION OF M.D.C AND M.M.C THROUGH AN ALTERNATIVE APPROACH ALLIED TO SEPARATE DECOMPOSITION AND SIMULTANEOUS SELECTION

Abstract

In this article, the objective was to point out the contributions of the teaching methodology for calculating the greatest common divisor and the least common multiple through an alternative approach, combined with suspending the numbers separately and selecting the factors simultaneously. This teaching approach was chosen because it privileges the skills that students had already developed in relation to non-simultaneous experience, although with some gaps, and introduces a new procedure that simplifies many aspects that made them difficult. The research, characterized as pedagogical, was developed with 36 students from the 7th class of Colégio do Senga in the Province of Uíge (Angola), through 3 classes in a participatory manner to generate protagonism in the construction of knowledge and development of students' skills. The data found indicates that the approach used contributed significantly to the development of skills and minimized student difficulties. Given this, it is expected that the proposal presented in this article will serve as an alternative and viable tool in the teaching-learning process of calculating the greatest common divisor and least common multiple for students at this level of education.

Keywords: Mathematics Education. Multiple Methodologies. Pedagogical Practice.