Problem Solving in mathematics classes at primary education level: an investigation with teachers

• Autor(a) principal: Mastroianni, Maria Teresa Merino Ruz
• Data de Publicação: 2019
• Outros Autores: Oliveira, Gerson Pastre
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Educação Matemática (Online)
• Texto Completo: https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/119
• topic: problem solving; mathematics education; theory of didatic situations; didatic contract; primary teachers; resolución de problemas; educación matemática; teoría de las situaciones didácticas; contrato didáctico; maestros de primaria; resolução de problemas; educação matemática; teoria das situações didáticas; contrato didático; professores polivalentes.

The present work presents the results of a research carried out with teachers of primary education of a private school located in the city of Sao Paulo. The abovementioned research investigated teachers’ conceptions about problem solving approach, trying to understand how this concept exert influence in their practice. The theoretical framework was composed by ideas of Guy Brousseau, specifically those concerning the theory of didactic situations (TDS) and the concept of didactic contract. This qualitative research consisted of two distinct instruments: a questionnaire aiming at the analysis of these conceptions and the subsequent observation of the classes of these teachers, aiming at a confrontation between discourse and practice. The results showed that the subjects understand the importance of their problematizing role in the classes and value the mathematical thinking of the students; however, they still have some difficulty in organizing an antagonistic milieu, capable of provoking imbalances and autonomous advances in knowledge construction.  Some effects of the didactic contract were also identified and described.