A construção do conceito de limite através da resolução de problemas

Abstract

The mathematics of the Limits functions as the key point in the structure under which all the fundamental concepts of Calculation are built. In Higher Education the concept of Limit is viewed with great apprehension by students, so we believe that the methodology applied by the teacher and the gaps arising from Elementary education are some of the factors that contribute to low performance in the discipline of Differential and Integral Calculus (CDI). Considering these gaps, on the part of students, one of the objectives of this work was to identify the mistakes made by students from their activities and evaluations. From this perspective, this dissertation seeks to answer the following question: How can the study of the mistakes made by the students help in the process of teaching and learning of the limit? Thus, we sought answers to this question when collecting the data (works and activities) of the students who were studying the discipline of Differential and Integral Calculus in the year 2018 at a Public University. This survey was qualitative in nature and was supported by the Romberg-Onuchic Methodological Model, whose Model features eleven activities. The data collected were obtained from the records produced by the students during Differential and Integral Calculus classes, through the teacher-researcher's field diary, throughout the classes. Analysis of these works and activities showed that the understanding of the concept of limits is not well internalized by the students, and also pointed out that the lack of consolidation of algebraic aspects of Elementary education are factors that contribute to the unsatisfactory performance of a significant portion of the students. These results led us to develop a proposal for teaching and learning the limit based on the Teaching-Learning Methodology-Assessment through Problem-Solving, according to Onuchic and Allevato (2011).