Desmistificando a equação do segundo grau: desafios e estratégias de ensino com estudantes do 9º ano do ensino fundamental a partir das experiências no pibid

Abstract

ABSTRACT This study aimed to investigate the main difficulties faced by ninth-grade students in the teaching of quadratic equations, seeking to understand the factors related to the difficulties presented during the teaching of this content and to analyze the contributions of different pedagogical strategies. The research was conducted at the Centro de Educação Municipal de Camaçari (CEMC), in Camaçari, Bahia, Brazil, with students from three ninth-grade classes, within the context of activities developed through the Institutional Teaching Initiation Scholarship Program (PIBID). A qualitative and quantitative approach was adopted, and the study was characterized as applied and explanatory research. Data collection instruments included classroom observations recorded in a field notebook, three questionnaires, and pedagogical interventions carried out through the Mathematical Maze and Algebraic Dominoes. The results revealed difficulties related not only to solving quadratic equations but also to the mobilization of prior mathematical knowledge, algebraic language, interpretation of concepts, and application of mathematical procedures. The analysis of the questions indicated more favorable results in situations involving the recognition and identification of mathematical concepts and structures, whereas greater difficulties were observed in questions requiring the articulation of knowledge, the execution of procedures, the determination of roots, and the interpretation of the discriminant. Throughout the investigation, a progressive reduction in unanswered questions was observed, along with moments of student participation, interaction, and discussion of strategies during the pedagogical interventions, as documented in the field notebook. It was concluded that the pedagogical strategies developed provided opportunities for content review, participation, and the mobilization of mathematical knowledge, while also enabling the observation of the difficulties presented by the students. These findings contributed to a better understanding of the challenges related to the teaching of quadratic equations and to reflection on mathematics teaching practices. Keywords: Quadratic Equations. Mathematics Teaching. Mathematical Games. PIBID.