Conhecimentos do contexto e estratégias autorregulatórias mobilizadas na resolução de problemas de Matemática por estudantes de uma escola agrícola.

Abstract

This research aimed to identify and analyse the context knowledge and the strategies mobilized in the self-regulatory process for the resolution of Mathematics problems by elementary students of an agricultural school. This research is based on the self-regulation of learning, which is understood as a process in which students activate and maintain their cognition, behaviour and affections to reach the goals. A case study was carried out with a group of six elementary students of an agricultural school in São Lourenço do Sul/RS, focusing on the interview through the execution of tasks of solving mathematical problems, as an instrument for evaluation and promote self-regulation of learning. The students were questioned, before and after the problem resolution, and observed in order to understand the mathematical reasoning used and the mobilized strategies. The data collected were submitted to discursive textual analysis and the results obtained were divided into two analysis axes. The first axes deals on the motivational beliefs and context knowledge mobilized by the students and the second one reveals the types of self-regulatory strategies used by students over the research. The articulation between the two axes revealed that the task development interview prompted the students' reflection on the experiences in the agricultural context, which contributed to the motivation and mobilization of the context knowledge, thus promoting the self-regulatory strategies use. Thus, the defended thesis is that the participating students in this research solve mathematical problems, mobilizing different self-regulatory strategies, articulated to the calculations that usually use in daily activities in the agricultural context, which keeps them motivated and allows them to make transfers and establish relationships, finding faster and more effective solutions to the problems that arise in the school context.