2026-10-222026-10-222025-08-11SILVA, Alexandre Ferreira da. Ensino de Potenciação no 6º ano do Ensino Fundamental por meio de Atividades Experimentais. Orientação: Pedro Franco de Sá. 2025. 410 f. Dissertação (Mestrado Profissional em Ensino de Matemática) - Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2025. .https://portaldaposgraduacao.uepa.br/handle/riuepa/380AbertoEngenharia didáticaEnsino de matemática por atividade experimentalPotenciaçãoEnsino de potenciaçãoDidactic EngineeringTeaching mathematics through experimental activityPotentiationTeaching PotentiationDissertaçãoCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-AprendizagemCiências Exatas e da Terra::MatemáticaThis paper presents the results of a research that sought to answer the following question: What are the results of the application of a didactic sequence, based on the methodology of Teaching through Experimental Activities for teaching power, in the learning of 6th grade elementary school students, in terms of conceptual and procedural knowledge of this mathematical object? The objective was to investigate the results in the learning of 6th grade elementary school students, from the application of a didactic sequence designed for teaching and learning power, based on the methodology of Teaching through Experimental Activities. The research method used was Didactic Engineering, consisting of four phases: prior analysis; design and a priori analysis; experimentation; and a posteriori analysis and validation. The preliminary analyses present the results of the survey on the teaching of exponentiation, based on its historical, mathematical and curricular aspects, as well as some discussions of a didactic and epistemological nature. In addition, a survey was conducted using an online questionnaire with 70 mathematics teachers working in the public school system. The design and a priori analysis phase results in the development of tests and the didactic sequence, which culminated in the production of a didactic sequence based on the principles of Didactic Engineering and Teaching through Experimental Activities. In the experimental phase, a pre-test and a post-test were applied to two 6th grade classes of elementary school, which together had 60 students, and which took place at a public school in the municipality of Ananindeua, located in the metropolitan region of Belém. The information produced during the experimentation was systematized and analyzed both qualitatively and quantitatively. The analysis and validation of the results was carried out using data collected by checking the records of the students' conclusions in each activity carried out, by comparing the results of the post-test with the pre-test; analysis of the errors that occurred in the post-test, by applying Fisher's Exact Test, Cramer's V and the Hypothesis Test for paired samples. The results of the analysis of the application of the proposed Didactic Sequence indicate that it was successful. The results obtained by Fisher's Exact Test and Cramer's V proved that the socio-educational factors did not significantly interfere in the students' performance, since the correlation measured by Cramer's V between the socio-educational variables analyzed and the results of the post-test showed that it varied from weak to moderate. The Hypothesis Test statistically proved that the increase in the scores in the post-test occurred due to the application of the didactic sequence used, concluding that the methodologies used are directly related to the result obtained in the experiment. In addition, in relation to the students, the proposed activities were well evaluated.PPGEM - Metodologia para ensino de matemática no nível fundamental