O THE USE OF SCALES FOR TEACHING EQUATIONS IN A PUBLIC SCHOOL IN THE MUNICIPALITY OF MACAÉ

Abstract

This study aims to investigate the use of scales as a teaching resource in teaching equations in a 9th grade class of Elementary School in the Final Years, in a school located in the city of Macaé. The research seeks to explore how the physical representation of equations, through the use of scales, can favor the understanding of algebraic concepts and provide a concrete approach for solving mathematical problems. Based on a teaching methodology based on Mathematical Modeling and Problem Solving, this research aims to evaluate the effectiveness of this pedagogical practice in understanding advanced concepts, such as the factorization of quadratic algebraic expressions and their association with notable products. The main theoretical references that support the research include the contributions of Bruner, Castro, Bassanezi and Vergnaud, whose theories help in understanding the learning processes and in the application of manipulative resources in the teaching of algebra. The preliminary results indicate that the use of scales as a pedagogical tool contributes significantly to the understanding of the concepts of equality and equivalence, in addition to favoring the development of analytical skills by students. This research offers relevant implications for pedagogical practices, by proposing a visual and interactive approach in the teaching of algebra, highlighting the importance of manipulative resources in the teaching-learning process and suggesting ways to improve the conceptual understanding of complex algebraic topics.