Obstáculos na Probabilidade: uma perspectiva histórica e didática

The present study aimed to investigate the relationships between the didactic contract and the didactic obstacles in the teaching of Probability. The concept of Didactic Obstacle, formulated by Guy Brousseau, refers to the difficulties that arise in a didactic situation, which compromise the learning of knowledge. The didactic contract, according to Brousseau, concerns the clauses – generally implicit – established from the relationship between teacher, student and knowledge. The study in question, originated from a master's research, was conducted in three stages, two of which are addressed in this work: the mapping of the didactic obstacles related to the teaching of probability and the observation of the class of a public school teacher in the municipality of São Lourenço da Mata- PE. The results indicated a predominance of five types of obstacles, widely reported in previous studies, and the identification of a new obstacle factor, called “the non-description of the sample space”.