\input zb-basic \input zb-matheduc \iteman{ZMATH 2016e.00449} \itemau{Nobre, Sandra; Amado, N\'elia; da Ponte, Jo\~ao Pedro} \itemti{Problem solving with spreadsheets for learning formal algebraic methods. (A resolu\c{c}\~ao de problemas com a folha de c\'alculo na aprendizagem de m\'etodos formais alg\'ebricos.)} \itemso{Quadrante 24, No. 2, 85-109 (2015).} \itemab Summary: Students' problem solving supported by the use of the spreadsheet is the privileged context to promote the learning of formal algebra methods. A teaching experiment was implemented in a 9th grade class with the purpose of providing students insight and understanding into the algebraic methods associated with solving systems of 1st degree equations and 2nd degree equations. Here we present the case of the student Ana through the analysis of the representations that she produced when solving several of the problems in the spreadsheet, taking into account that this tool has special characteristics and presents a hybrid mathematical language that may facilitate the transition from arithmetic to algebra and therefore promote the learning of the algebraic symbolic language and formal methods. The results of the research study showed that at an early stage Ana often resorted to conversions' to the numeric notation system when addressing the given problems. However her work with the spreadsheet encouraged her use of the algebraic notation and throughout the teaching experiment her conversions become mostly to this notation system. Solving contextualized problems also proved to be useful for the establishment of relations between the symbolic language of the spreadsheet and the algebraic symbolic language performed with paper and pencil. It helped to make sense of the algebraic formal methods based on informal approaches to the problem situations. \itemrv{~} \itemab Resumo: Neste estudo, a resolu\c{c}\~ao de problemas apoiada na utiliza\c{c}\~ao da folha de c\'alculo \'e o contexto privilegiado para promover a aprendizagem de m\'etodos formais da \'algebra. Foi implementada uma experi\^encia de ensino, numa turma do $9.^\circ$ ano de escolaridade, tendo como prop\'osito proporcionar aos alunos uma compreens\~ao dos m\'etodos alg\'ebricos associados aos sistemas de duas equa\c{c}\~oes do $1.^\circ$ grau e \a resolu\c{c}\~ao de equa\c{c}\~oes do $2.^\circ$ grau a uma inc\'ognita. Apresentamos o caso de Ana, analisando as representa\c{c}\~oes a que esta aluna recorre na atividade de resolu\c{c}\~ao de v\'arios problemas com recurso \a folha de c\'alculo que, pelas suas caracter\'{\i}sticas e linguagem h\'{\i}brida, parece promover determinadas representa\c{c}\~oes que contribuem para a transi\c{c}\~ao entre a aritm\'etica e a \'algebra e, como tal, contribuem para a aprendizagem do simbolismo alg\'ebrico e dos m\'etodos formais. Os resultados do estudo realizado permitem concluir que Ana recorreu frequentemente a convers\~oes' para o sistema de nota\c{c}\~ao num\'erico ao abordar os problemas propostos. No entanto, o recurso \a folha de c\'alculo encorajou o uso da nota\c{c}\~ao alg\'ebrica e no decurso da experi\^encia de ensino observou-se que as convers\~oes' foram sendo progressivamente efetuadas para o sistema de nota\c{c}\~ao alg\'ebrico. A resolu\c{c}\~ao de problemas contextualizados revelou-se \'util para o estabelecimento de rela\c{c}\~oes entre a linguagem simb\'olica, na folha de c\'alculo, e a linguagem simb\'olica alg\'ebrica, com l\'apis e papel. Contribuiu para dar sentido aos m\'etodos formais alg\'ebricos tendo por base abordagens informais \`as situa\c{c}\~oes colocadas nos problemas. \itemrv{~} \itemcc{D50 U70 H20 H30 I20} \itemut{problem solving; spreadsheet; algebraic thinking; mathematical representations; conversions and treatments; algebraic formal methods} \itemli{} \end