Theoretical-methodological articulations between the Theory of Didactic Situations and Problem Solving methodologies in Mathematics Teaching

• Autor(a) principal: Sampaio, Ana Patrícia Gomes Oliveira
• Data de Publicação: 2022
• Outros Autores: Santos, Givaldo Oliveira Dos
• 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/3185
• topic: Teoria das Situações Didáticas; Resolução de Problemas; Metodologias Ativas; Theory of Didactic Situations; Problem Solving; Active Methodologies; Teoría de las Situaciones Didácticas; Solución de Problemas; Metodologías Activas

This article is part of an ongoing master's research and aims to seek approximations between the Theory of Didactic Situations (TSD) and the Problem Solving Methodology in the context of Active Methodologies in order to reflect on the possibilities of using the Problem Solving for the development of didactic situations in the teaching of Mathematics. To achieve this goal, through an exploratory theoretical study, we first present some considerations on Active Methodologies in education, brief discussions on Problem Solving Methodologies and the main structural and functional components of the Theory of Didactic Situations, proposed by Guy Brousseau. Then, we present some approximations between the topics previously discussed. Due to the theoretical study carried out, we pointed out several connections between the topics explained in the article, among them the roles of teacher and student and the phases of TSD and Problem Solving Methodologies stand out. The articulations between the Theory of Didactic Situations and the stages of Problem Solving Methodologies are satisfactorily presented as a theoretical-methodological possibility for the elaboration of didactic situations in the teaching of Mathematics and for conducting mathematical activities centered on student action, based in the concepts of active learning.