Considerações sobre os erros na resolução de equação do 1º grau com uma incógnita.

Abstract

This qualitative research follows the theoretical perspective of Error Analysis from Cury (2019) and it aimed to analyze mistakes made by 8th grade students of a public school in the city of Turuçu-RS. To support the concept of mediation, a theory from Vygotsky (1887, 1998, 1999) was used and, to support the issue of constructive error, Piaget (1976) and Ferreiro and Teberosky ([1979], 1989) were used. The errors regard first order equations with one variable and instigated, in the researchers, the matter of formation of algebraic thinking in the informants. In order to find a way to deal with the errors and contribute with the students learning, the following research question was asked: What the analysis of the errors made by the subjects reveals about the knowledge they have on first order equations? For data collection, four research instruments were used: Initial Questionnaire, Pilot Instrument, Complementary Test and Final Questionnaire, which were applied either via the Google Classroom platform, due to the remote education system imposed by the COVID-19 pandemic, or in printed mode. From the identification, analysis and categorization of errors, an intervention through videos was proposed, in order to minimize or even solve informants' doubts. Based on the informants' feedback, the situation proved to be successful. The data showed failure to recognize the structure of an equation, as well as its definition; incorrect term transposition; no perception about the difference between variable and unknown values; and incorrect conclusion of an equation. The errors were categorized as: Right answers; Partially correct answers; Incorrect conclusion and no response. Regarding the informants' conception of algebraic thinking, it was found that only one was in the process of appropriating such thinking, the others showed to have the main feature of algebraic thinking, which is of establishing relations.