A perspectiva metodológica da resolução de problemas: um estudo sobre enunciados de situações matemáticas na EJA

• Autor(a) principal: Obst, Otília Nair [UNESP]
• Data de Publicação: 2013
• Outros Autores: Miguel, José Carlos [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: https://periodicos.ifsc.edu.br/index.php/EJA/article/view/1489#.VOYHcPnF_kU; http://hdl.handle.net/11449/115403
• topic: Educação Popular; Metodologia de ensino; Alfabetização matemática; Didática da Matemática; Resolução de problemas; Enunciados de problemas

In this paper we discuss the importance of a methodological perspective of solving problems as a sustaining process of teaching mathematics situated on the perspective of concept formation. Organizing a significant didactic situation for students imposes the need to study the interaction between them and the teacher and between them and their mathematical knowledge, learning environment in which the mere transmission of content gives way to contextualization, to historicizing and handling of topics from intuitive and everyday situations for the student. Thus, we understand mathematics as a fundamental language for the creation of theoretical thinking as a whole. We made use of documental analysis and classroom situations aiming at the use of instructional procedure related to the resolution of problems with the purpose of overcoming some representations about the process of teaching and learning mathematics which is strongly marked by imitative-repetitive algorithmic procedures. Considering mathematics as an investigation discipline, we point out renewal prospects for the curricula of this discipline, which are concrete in the movement of cultural action of the school itself as the cell generating discussion.