How to develop mathematical judgment with chemistry students when studying solutions

Abstract

The contextualization of a subject helps students understand the content, increasing the efficiency  of the teaching-learning process. Considering chemistry teaching, the practice of experimental  activities is constantly suggested in official documents that deal with curricular and  methodological issues related to a lack of understanding of mathematics content, influencing the  resolution of Chemistry questions and calculations. With this in mind, this study sought to  investigate the use of a methodology in teaching chemistry, which could propose an approach,  based on a mathematization process, in the study of the syllabus “solutions”. Aiming to make  learning more meaningful, the study was based on Alsubel's Theory of Meaningful Learning and  used a methodology with a qualitative approach with a descriptive objective and an experimental  design that included the following steps: (i) initial problematization, (ii) organization of knowledge  and (iii) final evaluation. The data were produced from activities developed through questionnaires  and tests with objective, subjective and discursive questions, in dialogical classes. At the end of the activities developed, the students demonstrated the development of mathematical judgments to  resolve questions about solutions, reducing the difficulties in mathematical reasoning evidenced at  the beginning of the study.