Aprendizagem matemática através da elaboração e resolução de problemas em uma escola comunitária rural

• Autor(a) principal: Andreatta, Cidimar
• Data de Publicação: 2020
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório do Centro Universitário Braz Cubas
• Texto Completo: https://repositorio.cruzeirodosul.edu.br/handle/123456789/1027
• topic: Educação matemática; Resolução de problemas; Elaboração de problemas; Educação do campo.; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO

The present thesis shows a theoretical and applied research of qualitative approach in multipaper format, containing a collection of four articles whose main object of study is Problem Development and Resolution. In the first article, we make a mapping of researches published in Brazilian journals and presented in scientific events in Brazil and abroad involving Problem Development and Resolution from 2011 to 2019. The other articles are part of the empirical research in which we decided to investigate Mathematics learning of fifth grade students from a Rural Community Primary School through Problem Posing and Solving. The school, the research locus, uses the Alternation Pedagogy as the didactic and pedagogical organization, and Field Education as the teaching method. The Problem Development and Resolution process developed with the students used the methodology of Mathematics Teaching-learning-assessment through Problem Solving. The research empirical part configured as research-action and instruments of data registration were used during classes, such as audio recordings, filming, photos and field diary, in addition to the students’ research notebooks, where the development and resolution of problems were registered. The results of this thesis show that in the research scenario involving Problem Solving in Brazil, the researches come mainly from Master courses in Mathematics Education, with higher concentration in south and southeast regions. In the theoretical field, the researches show strong influence of George Polya’s ideas in the international context, and in the national context, the contributions of the researchers Lourdes de la Rosa Onuchic, Norma Suely Gomes Allevato, among others, also emerged mostly as results of researches from Research Groups connected to education institutions. In the empirical context, results show that mathematical contents and concepts learned by students were developed in an atmosphere of dialogues, discussions, argumentation, validation and creativity. In addition to learning content and mathematical concepts, it was important to enhance students' procedures, attitudes and autonomy, as well as the changes that occurred in the teaching practice of the conducting teacher, who started to adopt the Problem Solving methodology in his classes.