Análise de erros: o que podemos aprender com as respostas de ingressantes em um curso de matemática?

Abstract

This paper aims to analyze the written productions of newcomers in a Mathematics Undergraduate course in the context of the Elementary Mathematics Seminars (EMS) discipline in the two semesters of 2019, investigating possible conceptual difficulties of these students from the perspective of Error Analysis. After reading and discussing texts related to mathematical errors, a questionnaire was proposed addressing concepts in the area, where students should record their resolutions. Regarding the error analysis methodology (Cury, 2008), the answers were classified into conceptual categories, and these serve as an error identification tool, enabling the investigation of future teaching approaches for freshmen in mathematics courses. From a qualitative and quantitative analysis of these answers, we started to investigate methodological interventions that made it possible to fill the deficient conceptual gaps of these newcomers, coming from Basic Education, cooperatively investigating the solutions to their mistakes seeking the construction of their own knowledge. This movement allowed a methodological freedom, giving us possibilities of thoughts of teaching-learning strategies that could contribute more to the formation of these students. The actions carried out in this research, supported by the help of the SME discipline in other subjects of the first semester of the course, make it possible to articulate a symbolic pedagogical planning with the teachers of other subjects of the first period, triggering a possible collaboration between the beginning subjects of the course, laying the foundations the conceptual framework of these future teachers.