TEACHING COMBINATORIAL ANALYSIS THROUGH CONTEXTUALIZED PROBLEMS: THE CASE OF 2ND YEAR PHYSICS STUDENTS AT THE CUANZA NORTE PEDAGOGICAL SCHOOL

Abstract

This article presents a methodological alternative for teaching combinatorial analysis, implementing an intervention in the teaching-learning process of this field. The intervention was implemented with second-year Physics students at the Cuanza Norte Higher Education School (ESPECN), introducing the fundamentals of mathematical modeling through contextualized problem-solving.

The methodology is qualitative, using a case study approach, and the methods used were theoretical, empirical, and mathematical. The intervention sessions took place over six in-person plenary sessions: three theoretical-practical sessions, in which the fundamental concepts of the subject matter were presented, and three practical sessions, focused on the presentation, analysis, and resolution of contextualized problems formulated by the students.

The article describes the sessions, addressing the content topics, methodologies used, objectives of each plenary session, and supporting materials. The results indicate progress in the development of students' skills and competencies, especially in formulating and solving contextualized combinatorial analysis problems, as well as effectively connecting them to real-world problems.

The teaching of combinatorial analysis, given its high degree of complexity, requires special attention. Combined with practical problem-solving, it can be an effective tool for addressing the diverse situations students encounter, making the topic highly relevant in the educational context.