Experimentation as a didactic resource in the study of a proportional relationship between quantities

Abstract

The learning difficulties in the study of algebraic content indicate the need for methodologies that allow a more active involvement of students in classes and a greater connection of the topics covered with real situations. In this context, a qualitative study of an educational intervention was developed with the objective of analyzing the contributions of the use of experimentation in the process of teaching and learning of a proportional relationship between quantities. The theoretical framework explored included algebraic thinking, proportional reasoning and classroom experimentation. Thus, a didactic sequence was planned, starting with the realization of four experiments – whose materials, procedures and objectives were thought and elaborated by the authors themselves. In addition, a list of exercises and two investigative proposals were formulated to be done in groups in order to verify the understanding of the subject addressed and to stimulate the use and development of algebraic thinking and proportional reasoning. The application of the aforementioned proposal took place for two classes of seventh grade of elementary school from a public educational institution that came together to participate in the class. With the results obtained, it was noticed that the experiments carried out aroused the students’ interest and helped in the understanding of the relationships between quantities.