The use of mathematical problems in Figher Education under the bies of Problem Based Learning

• Autor(a) principal: Souza, Débora Vieira de
• Data de Publicação: 2019
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Educação Matemática (Online)
• DOI: 10.25090/doi.org/10.25090/remat25269062v16n222019p270a283
• Texto Completo: https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/110
• topic: Mathematical problems; Problem-Based Learning; Higher education; Problemas matemáticos; Aprendizaje basado en problemas; Enseñanza superior; Problemas matemáticos; Aprendizagem Baseada em Problemas; Ensino Superior

In this paper we explore the use of mathematical problems in Higher Education from the perspective of Problem Based Learning (PBL). It is understood that the use of dynamics supported by the PBL in the classroom can contribute with a greater approximation between theoretical and practical knowledge contemplated in university education. The present proposal is based on the conclusion of a theoretical research carried out in the professional master's degree, which had as its aim to approach notions of Differential and Integral Calculus, emphasizing the elaboration and adaptation of problems intrinsic to the students' careers. The objective was to build a network of principles about the PBL in association with possible educational practices regarding the teaching of mathematics at the higher level. This work was structured in a qualitative theoretical approach and resulted in the compilation of a material that has suggestions of problems and directions that can be explored by the mathematics teacher. From the studies carried out and the final product obtained, we consider that the use of an active approach can be linked to the teaching of mathematics, thus enriching educational practices in the context of universities.