2026-10-292026-10-292025-05-22CUNHA, Dion Espirito Santo da. Uma engenharia didática para o ensino de sistema de equações polinomiais de 1º grau com duas incógnitas. Orientadora: Acylena Coelho Costa. 117 f. 2025. Dissertação (Mestrado Profissional em Ensino de Matemática) - Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Bélem, 2025.https://portaldaposgraduacao.uepa.br/handle/riuepa/396AbertoEnsino de Matemática; Equações Lineares; Sistema de Equações Lineares a duas Variáveis; Sequência Didática; Registros de Representação Semiótica.DissertaçãoCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-AprendizagemCiências Humanas::Educação::Ensino-Aprendizagem::Métodos e Técnicas de EnsinoThis master's dissertation, developed within the Professional Master's Program in Mathematics Education at the State University of Pará, addresses the question: "How can a teaching sequence aimed at understanding systems of polynomial equations of 1st degree with two variables contribute to the learning of elementary school students?" The study's main objective was to analyze the potential of applying a Didactic Sequence on systems of 1st-degree polynomial equations with two variables to an 8th-grade elementary school class. The theoretical framework draws upon Duval's (2003) Semiotic Representation Registers, Zabala's (1998) Didactic Sequence, and Artigue's Didactic Engineering methodology. The applied didactic sequence comprised three activity blocks, totaling 16 tasks, covering concepts from the principles of equality to solving systems of equations using addition and substitution methods. Results indicate that, despite challenges, the didactic proposal contributed to student learning, with an average of 43.9% total or partial correct answers on the final assessment. However, a significant number of blank responses, particularly in solving 1st-degree equations (60%), suggest the need for adjustments in the approach and extended application time to consolidate concepts. Furthermore, the pandemic's impact may have influenced student participation, highlighting the importance of expanding this research to a larger group under more favorable conditions. The findings emphasize the importance of didactic strategies that promote active student participation and stimulate the development of mathematical thinking more effectively.PPGEM - Metodologia para ensino de matemática no nível fundamental