Materiais concretos como recurso didático para o ensino da equação polinomial do 1º grau

Abstract

The teaching of first-degree polynomial equations still represents a challenge for many students, especially when this content is taught mechanically, prioritizing only the application of rules and procedures. Given this context, this study aimed to discuss the contributions of manipulatives as a teaching resource for the instruction of first-degree polynomial equations, seeking to promote more meaningful learning and the development of algebraic thinking. To this end, basic research with a qualitative approach and a descriptive and exploratory nature was conducted through a bibliographic research method. The theoretical framework was developed based on studies on the teaching of Algebra, manipulatives, and didactic sequences, making it possible to understand the potential of these resources in the teaching and learning process of Mathematics. Based on the literature reviewed, suggestions of manipulatives for teaching first-degree polynomial equations were presented, and a didactic sequence proposal was developed for the final years of Elementary School. It is concluded that manipulatives, when used in a planned manner and aligned with learning objectives, can contribute to making lessons more dynamic, fostering the understanding of algebraic concepts, and promoting more active student participation. It is expected that this study may serve as a source of support for Mathematics teachers and pre-service Mathematics teachers, encouraging the use of teaching resources that bring students closer to mathematical concepts in a more meaningful way