Problematizing Mathematics Box as a didactic-pedagogical-playing resource

• Autor(a) principal: Oliveira, Sandra Alves de
• Data de Publicação: 2022
• Outros Autores: Silva, Jane Maria Braga, Tomé, Neila Maria de Almeida
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Práticas Educativas, Memórias e Oralidades
• Texto Completo: https://revistas.uece.br/index.php/revpemo/article/view/9162
• topic: Caixa Matemática Problematizadora; Formação e Prática Docente; Ensino-aprendizagem; Diálogo e Interação; Problem-solving Mathematics Box; Teacher Training and Practice; Teaching-learning; Dialogue and Interaction; Problematizations

The formative and dialogic meeting between the authors of this article, in the year 2019, based on the sharing of the contributions of Caixa Mathematics in teacher training and practice, enabled them to creatively reinvent it as Caixa Mathematics Problematizing. The objective of this text is to discuss the theoretical-methodological perspectives of the dynamization of the Problematizing Math Box as a didactic-pedagogical-playing resource in face-to-face and online training meetings. In the narratives produced in the second half of 2020, students of specialization courses highlight the experiences shared with this methodological resource, interactive, dynamic and mathematical learning moments. In addition, curiosity and the desire to learn with enthusiasm and motivation the mathematical concepts and contents intertwined in Caixa stand out. Experiencing the Problematizing Math Box in teacher training and practice contributes to the teaching-learning processes of mathematics, in a dialogic and interactive perspective, which enables the development of different strategies for solving problematizations created in the fabric of shared resources.