Resolução de problemas de geometria no ensino médio: uma análise de erros em provas da OBMEP no Maranhão

Abstract

This work aims to support Mathematics teachers in the production of their teaching work plan, based on the results and discussions presented, as well as to promote the debate about the quality of geometry teaching in High School, through the analysis and classification of errors in the evidence of the second phase of OBMEP. For this purpose, 100 tests were randomly selected and, subsequently, question 4, which involves knowledge related to geometry, was analyzed. The research is of a quanti-qualitative character in which the errors present in the solutions given by the students were classified, following as a basis the error methodology used by Radatz (1979), with theoretical assumptions by Cury (2007), in order to provide a systematic research in which students' mistakes can be questioned, analyzing and seeking to understand their causes. At the end of the research it can be seen that most students understand the Pythagorean Theorem, however they have difficulties in its application, in addition to the great difficulty about the use of algebra in geometric problems.