Exploratory model problem-solving for initial teacher formation in Mathematics

• Autor(a) principal: Marcatto, Flávia Sueli Fabiani
• Data de Publicação: 2022
• 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/3946
• topic: Tarefas de Resolução de Problemas; Prática como Componente Curricular; Experimento de Design; Estudos de Implementação em Educação Matemática; Problem-Solving Tasks; Practice as a Curricular Component; Design Experiment; Implementation Studies in Mathematics Education; Tareas de Resolución de Problemas; La Práctica como Componente Curricular; Experimento de Diseño; Estudios de Implementación en Educación Matemática

This paper deals with the implementation of studies in Mathematics Education, more specifically, the Exploratory Model Problem Solving (EMPS), in the initial formation of mathematics teachers, in the scope of the hours of practice as a curricular component. The design-based research methodology supported this implementation process. The problem solving tasks, based on the EMPS perspective, constituted a relevant proposal, in initial teacher education, because the students had the opportunity to conjecture, explain and produce mathematical arguments and justify them; construct ideas, starting from each other's ideas, contributing to the development of their capacity and willingness to engage with mathematics, resulting in a positive identity as a mathematics producer and giving meaning to the teaching processes through the discourses of their university colleagues.