Triangle area

a teaching approach through Problem Solving

Abstract

This article presents the results of part of a master's degree research whose objective was to investigate the contributions of the implementation of the Teaching-Learning-Evaluation Methodology of Mathematics through Problem Solving in teaching the concept of triangle area, with students in the 8th grade of Elementary School. The research, qualitative adopts an action-research approach, collected data through participant observation, analysis of student resolutions, notes from the researcher and transcriptions of interactions between students among themselves and with the researcher. Data analysis, of a descriptive nature, aims to identify and interpret patterns and themes emerging from pedagogical practice. During the research, students worked on solving a problem that involves formulating strategies for calculating the area of ​​a triangle. The results indicate that the Teaching-Learning-Assessment Methodology for Mathematics through Problem Solving promotes a deeper and more critical understanding of the concepts involved, making students protagonists of their learning. It is concluded that the implementation of the Methodology favors the construction of the concept of the area of ​​a triangle and promotes the appreciation of prior knowledge. Despite the advances, difficulty was observed in generalizing formulas, indicating the importance of continuous work.