Problem solving and didactic-mathematical knowledge in initial training

• Autor(a) principal: Bicalho, Jossara Bazílio de Souza
• Data de Publicação: 2023
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/17642
• topic: Ciências Exatas e da Terra. Matemática; Conhecimentos do professor; Formação Inicial; Ensino-aprendizagem de Matemática.; Teacher knowledge; Initial formation; Mathematics teaching-learning

From the National Curricular Parameters (PCN) in the 1990s to the National Common Curricular Base (BNCC) in force, Problem Solving has been pointed out in Brazilian curricula as a learning strategy. This work intends to present the result of a research that sought to highlight the interrelationship between the Methodology of Teaching-Learning-Assessment of Mathematics through Problem Solving and the Teacher's Didactic-Mathematical Knowledge, specifically with regard to the interactional facet. surveys final-year students at a Brazilian public higher education institution. Audio recordings of in-depth meetings on the subject Methodology of Teaching-Learning-Assessment of Mathematics through Problem Solving; and lesson plans prepared by research participants; and were the tools used for data collection. The data were analyzed under the lens of Discursive Textual Analysis (DTA), with the theoretical support of Problem Solving and Didactic-Mathematical Knowledge. The reflections made by the students about the Methodology for Teaching-Learning-Assessment of Mathematics through Problem Solving showed the relationship between the methodology and the facets of the CDM, specifically the Interactional Facet. We therefore conclude that the curriculum in the initial training of Mathematics teachers must be permeated by aspects of knowledge to teach, such as the Methodology of Teaching-Learning-Assessment of Mathematics through Problem Solving, which carries in its ten stages components and indicators of all facets of Didactic-Mathematical Knowledge, including the interactional facet and, therefore, is in close dialogue with this model of teacher knowledge.