Ler para aprender inequações

Abstract

The skill in reading is a topic about many subjects and as the algebra teaching is something that need attention of the school community, there was a reflection on how it could integrate the subjects of Portuguese and mathematics by developing a teaching methodology that could integrate the activities of these two subjects. The goals this TCC understand the characteristics of mathematical learning from activities focused on textual interpretation. From a qualitative approach, the research involved students at the end of elementary school in a multiseries class in the campesina region of the Santa Maria das Barreiras city, stat of Pará. The results show a greater preponderance of correct answers by students in problem situations more in production of elaborative inferences than logical and evaluative inferences and still point out that these students frequently use cognitive reading strategies for adverse resolutions. They also point out that even under activities that encourage the use of metacognitive strategies, they do not tend to have results in these first attempts.