METHODOLOGICAL APPROACHES TO TEACHING MATHEMATICS
A reflection on the didactic proposal to minimize the difficulties of modeling the problems leading to Linear Equations with students from Samora Machel Secondary School - city of Chimoio, Mozambique
DOI:
https://doi.org/10.20873/riecim.v2i1.12984Keywords:
Didactic Proposal, Minimization, Difficulties, Modeling, Linear EquationsAbstract
This article focuses on methodological approaches to teaching mathematics and reflects on the didactic proposal for minimizing difficulties in modeling problems leading to linear equations in secondary education. Hypothetical, deductive and quantitative in nature, the research in this report aimed to propose an alternative strategy that minimizes the difficulties faced by students in modeling problems leading to linear equations. Sixty 8th grade students and 5 1st cycle Mathematics teachers participated in this research, 3 of whom teach 8th grade. As a data collection instrument, a questionnaire was used and tests, observation of students' notebooks, teaching programs and 8th grade math books were applied. For data treatment, the Statistical Package for Social Science (SPSS) version 22.0 for Windows was applied, according to the method adopted in this study to analyze the results of the pre-test and post-test applied to 60 8th grade students in with regard to teachers, the analysis was based on interviews and was based on content analysis with the exploration of the thesis and results in absolute and relative frequencies. In terms of conclusions, the results of the post-test are illustrative of the difference between the control and the experimental group, that is, most of the students in the experimental group overcame the difficulties of modeling problems leading to linear equations, compared to the group of control
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