SOLVING MATHEMATICAL PROBLEMS AND SPECIFICITIES OF YOUTH AND ADULT EDUCATION

• Autor(a) principal: Leite, Eliana Alves Pereira
• Data de Publicação: 2021
• Outros Autores: Darsie, Marta Maria Pontin
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12814
• topic: Youth and Adult Education (EJA); YoutTeaching-learning Problem; Math; Problem solving; Educación de Jóvenes y Adultos (EJA); Enseñanza-aprendizaje; Matemáticas; Solución de problemas; Educação de Jovens e Adultos (EJA); Ensino-aprendizagem; Resolução de Problemas

Youth and Adult Education (EJA) has sociocultural specificities and, for this reason, knowledge, valuation and consideration of these specificities are importante in Mathematics teaching-learning process. Problem solving is one of the didactic possibilities to create opportunities for the construction of mathematical knowledge in order to consider these peculiar characteristics of the modality. This study aimed was to present considerations about the potentialities of solving mathematical problems from the specificities of Youth and Adult Education. Methodologically, it is characterized as a theoretical essay, which used theses, dissertations and books that discuss problem solving in EJA. Among the results, it is noteworthy that regarding the specificities, EJA is not only configured by age group, but by sociocultural characteristics that highlight the marks of exclusion in society. With regard to problem solving, its use in teaching enhances the learning of mathematics, providing opportunities for the formation of critical, reflective, creative, autonomous individuals who understand their social role and are able to fully exercise their citizenship. It is expected that the results will enable debates and reflections on the need to guarantee sociocultural frameworks in the teaching-learning of young people and adults at school, as well as on the potential for solving problems, so that strategy can be more used in this modality for the construction of mathematical knowledge.