An overview of problem solving in the view of Brazilian researchers Onuchic and Allevato

• Autor(a) principal: Costa, Manoel dos Santos
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Remat (Bento Gonçalves)
• Texto Completo: https://periodicos.ifrs.edu.br/index.php/REMAT/article/view/5489
• topic: Mathematics Education; teaching-learning-assessment; Problem solving; Educación Matemática; enseñanza-aprendizaje-evaluación; resolución de problemas; Educação Matemática; ensino-aprendizagem-avaliação; resolução de problemas

Problem solving methodology has occupied a prominent place in the research of educators in Brazil and around the world. In recent years, there has been significant increase of research and debate on this topic, with consensus among researchers about its importance in Mathematics Education, regarding the prospects of changes in the teaching and learning process. Thus, the aim of this paper is to present problem solving as a Methodology of Teaching-Learning-Assessment of Mathematics from the understanding of Brazilian researchers Lourdes de la Rosa Onuchic and Norma Suely Gomes Allevato. Therefore, it is a qualitative and bibliographical research, which presents literature review on problem solving. For the study, we analyzed materials written by the authors, which was published in books, periodicals and conference proceedings, with the purpose of understanding and explaining the vision defended by them, which is the Teaching-Learning-Assessment of Mathematics through Problem Solving. The descriptive analytic study developed shows that the most frequent teaching practice in mathematics teaching has traditionally been the one in which the teacher presents the content orally, starting with definitions and examples, followed by learning exercises. According to the researchers' understanding, this way of teaching Mathematics does not lead the student to construct knowledge in the way that the curricular documents recommend and that is currently expected for the education of students. They suggest that teachers should take into account the place students are, that is, that they should use their previous knowledge. Furthermore, the development of skills and the construction of new knowledge, [...].