Princípio fundamental da contagem na resolução de alguns problemas de combinatória

Abstract

To bring contributions on student learning there is a need to perform in the classroom diversified practices so that they can develop a critical sense and, at the same time, become more autonomous in building your knowledge. Thinking in this perspective, we developed this study addressing the rule of product, describing an intervention performed in a class with 22 students of the 3rd year of High School from the Instituto Estadual de Educação Dr. Walter Thofern. The activity had the duration of two periods of fifty minutes each. This teaching proposal aimed to assist in the development of logical thinking of students, from the resolution of some problems. For this, it was used as teaching tools manipulable materials and activities with games. It is expected that the intervention in the classroom contributed to the reflection and a better understanding of the rule of product. Although it was perceived difficulties, it was also noticed advances from the students with the sharing of ideas among themselves.