Analysis of the difficulties of future educators in the process of solving geometric problems

• Autor(a) principal: Maia-Afonso, Érika Janine
• Data de Publicação: 2021
• Outros Autores: Proença, Marcelo Carlos de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Remat (Bento Gonçalves)
• Texto Completo: https://periodicos.ifrs.edu.br/index.php/REMAT/article/view/5503
• topic: Geometria; conhecimento; formação inicial de professores; pensamento geométrico; Geometry; State of Knowledge; Initial teacher training.; geometric thinking; Geometría; conocimiento; formación inicial de profesores; pensamiento geométrico

This study aimed to analyze the difficulties of future educator in using their knowledge to solve problems involving the geometry of the Early Years of Elementary School. Twenty-one students enrolled in the discipline of Methodology of Teaching Mathematics II of the education of a public university located in the northwest of the state of Paraná participated in the research. Data collection was carried out by applying a written test composed of five geometric problems. The analysis of the participants' answers was focused on the problem solving steps: representation, planning, execution and monitoring. The results showed that future educator had difficulties in interpreting the statements, with regard, above all, to the understanding of the term planning, the recognition of the essence of the problem and the identification of irrelevant information. In addition, they presented difficulties in the stages of planning and executing procedures and resolution strategies. The research showed that the skills of spatial orientation, visualization and spatial reasoning of the respective future educator were not well developed, which implied difficulties and limits to solve geometric problems that are intended for students in the early years.