Resolução de problemas nos anos iniciais de escolaridade: por que é tão difícil?

• Autor(a) principal: ALVES, Gleiciane de Sousa
• Data de Publicação: 2006
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFPA
• Texto Completo: http://www.repositorio.ufpa.br:8080/jspui/handle/2011/1770
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; Matemática; Prática de ensino; Aprendizagem

In the present text I describe my usual teaching practice in classroom involving children of 3rd and 4th series of the basic education at a private school. Besides that I analyze the performance of these children as my pupils in the process of solving problems of Mathematics. To begin with I describe my mathematical professional experience in teaching taking as reference the resultant questions and fidgets of this practical. In order to understand types of problems and processes of problem solving I take in account Polya, Pozo, Saviani and Dante theoretical propositions just to understand the present Mathematics approach in basic education and its relation with the social reality. I search as well references in Kamii, Axe and D'ambrósio. For analysis of the processes of teaching and learning developed during the interaction betueen the children and me I mainly support my teaching actions in Vergnaud and Bachelard and, at most in Freire. In the analysis I considered real problems situations. So, I realized what caused obstacles to the learning, mainly the linguistic form from which the problems are presented. On the other hand, I could see what caused difficulties for the children form or identify Math concepts and notions in the situations, as well as caused difficulties of identification and handling implicit or explicit data by the children. The developped analysis made possible to me some pedagogical reflections on my teaching practice as well as on the practice of other Math teachers.