USO DE RECURSOS DIDÁTICO PEDAGÓGICOS NO ENSINO DE EQUAÇÃO NO ENSINO FUNDAMENTAL

The central object of this article is teaching resources (RDP). The objective of the research presented at this moment involves addressing the relevance of didactic-pedagogical resources in the teaching of Mathematics, especially when it comes to Algebra knowledge objects. The problem question was based on the following question: Which aspects related to the use of pedagogical teaching resources, presented by research, show potential in contributing to the institution of Algebra teaching processes, more specifically equation, in the final years of Elementary School? The methodology used was qualitative research, through a literature review in the form of a state of knowledge, based on articles selected from the following databases: Scielo (Scientific Electronic Library Online) and Portal de Periódicos da CAPES (Coordenação de Aperfeiçoamento de Pessoal Higher Education). The results indicate that RDPs can expand the student's conditions in learning processes, allowing them to evaluate new concepts and reinforce previous knowledge in a practical, yet reflective way. It enables the development of social skills, as well as the ability to understand and solve problems effectively. In this way, the student begins to see Mathematics in a different way, moving away from the traditional idea that the discipline is too complex and abstract to be understood. It is concluded that RDPs also offer advantages for the teacher, as they can implement a different methodology, taking advantage of resources that students already know and master, making the teaching-learning processes more enjoyable, meaningful and dynamic.