Avaliação da manifestação de habilidades cognitivas por alunos do sétimo ano a partir do uso da metodologia de ensino estudo de caso no ensino e aprendizagem de números inteiros

Abstract

Students' disinterest in mathematics, often associated with a lack of meaning and contextualization of concepts, constitutes a recurring challenge in teaching this area. In this context, this study investigated how the teaching methodology called Case Study (CS) can contribute to promoting the understanding and application of integer concepts by 7th-grade students, stimulating the development of higher-order cognitive skills such as information analysis, logical reasoning, argumentation, decision-making, autonomy, and collaboration. The research adopted a qualitative and descriptive approach, based on the narrative of a Case Study entitled "The Dream Trip," used to develop a Lesson Sequence composed of seven 100-minute sessions. The intervention sought to address investigative issues, the use of manipulable materials, the production of written records, and dialogic interactions in debates, relating the concepts of integers to the context of Financial Education. The study was conducted with a class of 36 students from a state public school in eastern Minas Gerais. The data were collected through field notes compiled by the researcher, written records, questionnaires, and transcripts of audio and video recordings of the classes. Data analysis was performed based on the Content Analysis proposed by Bardin (2016). The case narrative was analyzed using Herreid's (1998) criteria, and the cognitive skills manifested were evaluated according to the categories proposed by Zoller (2001), adapted by Suart (2008). The results indicated manifestations of cognitive skills related to the understanding of integers and the application of notions of Financial Education. The discursive interactions, written records, and case resolutions suggest the manifestation of processes of analysis, argumentation, decision-making, and problemsolving. Progression in the cognitive categories was observed, suggesting an advance in the students' reasoning throughout the activities. It is also concluded that the role of mathematical writing and debate was fundamental in the organization of thought and the construction of meanings, as well as the potential of the methodology to promote participation, autonomy, and inclusion in the learning process.