Problem Solving: a didactical proposal in teachers’ education

• Autor(a) principal: Nunes, Célia Barros
• Data de Publicação: 2014
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/849
• topic: Educação Matemática; Formação de professores; Didática da Matemática; Resolução de Problemas; Ensino-Aprendizagem-Avaliação de Matemática; Mathematical Education; Teacher Training; Teaching Math; Problem Solving; Teaching-Learning-Assessment of Mathematics

This study aims to understand and highlight the didactic and mathematical capabilities that the Methodology of Teaching-Learning-Assessment Mathematics through Problem Solving offers in order to enhance learning and improve mathematics teaching. For this, a  research project was developed with teachers in formation in the subject Didactic of mathematics, in a graduation course in Mathematics. This is a qualitative research with methodological guidelines of Romberg (1992), using a course plan with ten methodological activities, in order to guide the researcher to investigate, plan and develop his work. The instruments for data collection were: logbook researcher, initial questionnaire for the students and the material produced by them during the course. The survey revealed an awareness of both the teacher-researcher as those involved in the research, that a work done in the context of problem solving in the initial training of future mathematics teachers, especially in the subject Didactic of mathematics, can constitute a space of reflection, research, learning and professional development. Furthermore, during the investigation it was possible to demonstrate a change in beliefs of teachers' mathematical and pedagogical knowledge as well as promote an enthusiastic and motivating participation of future teachers.