Problem solving and problem posing

Detalhes bibliográficos
Autor(a) principal: Yanez, Jose Carrillo
Data de Publicação: 2018
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/1468
Resumo: Problem solving and problem posing are at the core of the mathematical work. Moreover, both are included in syllabi recommendations all over the world as tasks which promote a comprehensive learning in pupils. In this paper one reflects on the present of investigations and teachers’ concerns in relation to the need that problem solving and problem posing place a major role in the mathematics classroom. One shows an example of how a professional development collaborative group deal with a problem’s demands and the influence of representations in tackling that problem. Next reflection moves to opportunities that bad and good statements give to build mathematical learning. Perplexity, interest by the solver, inquiry and deliberation rise up as crucial characteristics of problems and investigations.
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spelling Problem solving and problem posingResolución y formulación de problemasResolução e proposição de problemasproblem solvingproblem posinginvestigationsprofessional developmentresolución de problemasformulación de problemasinvestigacionesdesarrollo profesionalProblem solving and problem posing are at the core of the mathematical work. Moreover, both are included in syllabi recommendations all over the world as tasks which promote a comprehensive learning in pupils. In this paper one reflects on the present of investigations and teachers’ concerns in relation to the need that problem solving and problem posing place a major role in the mathematics classroom. One shows an example of how a professional development collaborative group deal with a problem’s demands and the influence of representations in tackling that problem. Next reflection moves to opportunities that bad and good statements give to build mathematical learning. Perplexity, interest by the solver, inquiry and deliberation rise up as crucial characteristics of problems and investigations. La Resolución de problemas y la Formulación de problemas se sitúan en la esencia del quehacer matemático. Asimismo, ambas suelen contemplarse en las recomendaciones curriculares en todos los países como tareas que promueven un aprendizaje con comprensión de los alumnos. En este artículo se presenta una reflexión sobre la actualidad de las investigaciones y preocupaciones del profesorado en relación con la necesidad de que Resolución de problemas y Formulación de problemas ocupen un papel relevante en el aula de matemáticas. Se muestra un ejemplo de trabajo en un grupo colaborativo de desarrollo profesional en el que los profesores y los investigadores reflexionan sobre las demandas de un problema y la influencia de la representación en el abordaje de dicho problema. A continuación se reflexiona sobre las oportunidades que brindan malos y buenos enunciados para construir aprendizaje matemático. Perplejidad, interés por parte del resolutor, indagación y deliberación emergen como características esenciales de problemas e investigaciones matemáticas.   Editora Cruzeiro do Sul2018-04-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/146810.26843/rencima.v9i1.1468Revista de Ensino de Ciências e Matemática; v. 9 n. 1 (2018): jan./mar.; 158-1692179-426X10.26843/rencima.v9i1reponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/1468/954https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessYanez, Jose Carrillo2023-04-20T22:56:06Zoai:ojs.pkp.sfu.ca:article/1468Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-20T22:56:06Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Problem solving and problem posing
Resolución y formulación de problemas
Resolução e proposição de problemas
title Problem solving and problem posing
spellingShingle Problem solving and problem posing
Yanez, Jose Carrillo
problem solving
problem posing
investigations
professional development
resolución de problemas
formulación de problemas
investigaciones
desarrollo profesional
title_short Problem solving and problem posing
title_full Problem solving and problem posing
title_fullStr Problem solving and problem posing
title_full_unstemmed Problem solving and problem posing
title_sort Problem solving and problem posing
author Yanez, Jose Carrillo
author_facet Yanez, Jose Carrillo
author_role author
dc.contributor.author.fl_str_mv Yanez, Jose Carrillo
dc.subject.por.fl_str_mv problem solving
problem posing
investigations
professional development
resolución de problemas
formulación de problemas
investigaciones
desarrollo profesional
topic problem solving
problem posing
investigations
professional development
resolución de problemas
formulación de problemas
investigaciones
desarrollo profesional
description Problem solving and problem posing are at the core of the mathematical work. Moreover, both are included in syllabi recommendations all over the world as tasks which promote a comprehensive learning in pupils. In this paper one reflects on the present of investigations and teachers’ concerns in relation to the need that problem solving and problem posing place a major role in the mathematics classroom. One shows an example of how a professional development collaborative group deal with a problem’s demands and the influence of representations in tackling that problem. Next reflection moves to opportunities that bad and good statements give to build mathematical learning. Perplexity, interest by the solver, inquiry and deliberation rise up as crucial characteristics of problems and investigations.
publishDate 2018
dc.date.none.fl_str_mv 2018-04-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1468
10.26843/rencima.v9i1.1468
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1468
identifier_str_mv 10.26843/rencima.v9i1.1468
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1468/954
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 9 n. 1 (2018): jan./mar.; 158-169
2179-426X
10.26843/rencima.v9i1
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
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