Raciocínio lógico: uma proposta para o ensino fundamental II

Abstract

This study aimed to gather educational activities that enable structuring thinking and the development of reasoning ability of students, to assist teachers working with Logical Reasoning discipline in Education Fundamental II. So we organized the work as follows: a priori define the term Logical reasoning, punctuating the origin and history of logic and emphasizing content in the curriculum of Logical Reasoning discipline, established in state schools Mato Grosso do Sul; in a second moment, we present the theoretical framework that ground work, namely Theory of Didactic Situations Guy Brousseau (1986); later, we suggest activities to be worked in Logical Reasoning discipline; Finally, we make a brief conclusion about the ideas discussed during the work. We pointed out that the research was bibliographic, given that sought answers in books, websites and other written materials contained logical thinking activities directed to primary education II. We understand that the development of this work in allowed to reflect on the pedagogical and didactic aspects embedded in the teaching process and learning of mathematics and logical reasoning. Moreover, the theoretical assumptions studied were essential to the choice of activities, because during the selection were judicious to identify the educational intervention promoting the exercise of thinking and meaningful learning.