CONTRIBUTION OF PROBLEM SOLVING AS A MATHEMATICAL TEACHING METHODOLOGY

• Autor(a) principal: Monteiro, Roberta Borges
• Data de Publicação: 2020
• Outros Autores: Alves Laranjeira, Suyanne Rodrigues, Ribeiro Neto, Jucicleia Gomes, Martinho de Andrade, Leyde Dayane
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/9396
• topic: Conceptual Field Theory; Problem Solving; Mathematics; Matemática; Metodologia de Ensino; Resolução de Problemas; Teoria dos Campos Conceituais

This research aims to analyze the possible contributions of Problem Solving as a teaching methodology in Mathematics classes, based on Vergnaud's Conceptual Field Theory. for this, we use a qualitative approach, using bibliographic research as a technique in search of references that highlight the possible contributions of this type of teaching methodology. We conclude that the contribution of Problem Solving as a teaching methodology in Mathematics classes, supported by the Theory of Conceptual Fields, can be a strategy with great potential to describe, analyze and interpret what goes on in the classroom, in Mathematics learning. Thus, promoting the production of knowledge, the development of skills and attitudes, as well as collaborating so that students become successful in their academic and professional life.