Teacher concepts on Problem Solving

• Autor(a) principal: Guimarães, Joice Silva Mundim
• Data de Publicação: 2020
• Outros Autores: Oliveira, Guilherme Saramago de
• 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/2668
• topic: Anos Iniciais do Ensino Fundamental; Concepções de Professores; Resolução de Problemas; Early Years of Elementary School; Teachers’ Conceptions; Problems Solving

This research is part of the PhD dissertation in Education, entitled “Teachers' Conceptions about Problem Solving, institutionally linked to the Graduate Program in Education (PPGED) by the Federal University of Uberlândia (UFU). This research seeks to identify, analyze and discuss the conceptions of teachers who teach mathematics about their work with the contents in the early years of elementary school, outlining a teaching proposal in the light of the theoretical and scientific perspectives of Problem Solving (PR) that reaches the teaching-learning-development of students. The methodological approach was qualitative research, with the consequences of theoretical research, together with the questionnaire and interview instruments to carry out the fieldwork. Thus, the teachers' conceptions identified in the data collection led us to analyze and reflect on how the PR methodological approach has taken place, leading us to the development of a different didactic organization in the work with the mathematical contents. For this, we use Davydov's theory, which proposes a teaching-learning-development process of mathematical content based on the movement of ascending from abstract to concrete that marks the formation of the student's theoretical thought.