“The Mathematic´s Heart” in the mathematic´s pre-services teachers education

• Autor(a) principal: González, Fredy Enrique
• Data de Publicação: 2020
• Tipo de documento: Artigo
• Idioma: spa
• Título da fonte: Revista de Educação Matemática (Online)
• Texto Completo: https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/186
• topic: Formação de Professores; Resolução de Problemas; Metacognição; formação de professores; Resolução de problemas; Metacognição; Mathematics Teachers Education; Solving Problems; Metacognition

One's own competence of Mathematics Teachers is his ability to solve problems; their relationship to problems is twofold. On the one hand, they must be good at solving problems; and on the other, should also develop their expertise to get their students to learn how to solve them. How do you learn to solve mathematical problems? In this article it is stated that "solving problems is only learned by solving problems", acquiring an experiential awareness of the cognitive, metacognitive and affective details linked to the activity of the search for solutions to problems. In order to verify the previous affirmation, an experiment was realized with students of a course of degree in Mathematics (future teachers of Mathematics) offered by a Venezuelan public university specialized in the training of teachers. These students were asked to find a solution to math problems and to write narrative reports (protocols; GONZÁLEZ, 2001) about everything they had done to find solutions. Then the students made a comparative analysis of the work done to solve each of the problems. In this way they were able to identify the heuristic strategies used and built their individual personal profile as a solver of mathematical problems. The results of this experience have been integrated in the book "Witnesses of the Heart: Stories of Resolvers of Mathematical Problems" that is still unpublished.