Connections worked through problem solving in initial teacher training in Mathematics

• Autor(a) principal: Allevato, Norma Suely Gomes
• Data de Publicação: 2019
• Outros Autores: Onuchic, Lourdes de la Rosa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• DOI: 10.26843/rencima.v10i2.2334
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2334
• topic: Educação Matemática; Ensino Superior; Formação Inicial de Professores; Resolução de Problemas; Conexões; Mathematics Education; Higher Education; Initial Teacher Training; Problem Solving; Connections

Current curriculum guidelines and researches consider that learning must occur through an active and constructive process for students to carry out classroom activities supported by their beliefs, and to be able to understand the information within their a priori knowledge structures. The present work approaches the concept of Connections in a way guided by these considerations, in the scope of Mathematics Education. The aim of this article is to come out some reflections on the possibilities of working with connections through problem solving in learning and in Initial Teacher Training in Mathematics. This is a theoretical-bibliographic study supported by the works of several authors that deal with this topic. The studies carried out allowed us to identify several ways of establishing connections for the development of mathematical learning, and the understanding of Mathematics as a body of knowledge that relates concepts and procedures; ratifying that problem solving is a relevant and efficient resource to make contexts of teaching up via connections; and, finally, teachers should experience problem solving situations involving mathematical connections in their Initial Teacher Training in order to incorporate these practices into their future professional performance.