Resolução de problemas e grupo de estudos: possíveis contribuições na formação continuada de professores de Matemática do Ensino Básico

Abstract

This text presents a proposal for continuing education located within the framework of a study group based on the collaborative work, formed by 20 teachers who teach mathematics in Elementary School of municipal city education of the municipal education network of the city of Cajazeiras, in the hinterland of the state of Paraíba. Its theoretical reference has three axes: continuous teacher education, teaching of Mathematics through Problem Solving and the use of Study Groups as professional development for the Mathematics teacher. Its main objective was to identify possible contributions that a Study Group can bring to Mathematics teachers of Elementary School who intend to teach mathematics through Problem Solving. The execution stages of this research were based on the model of Methodology Research idealized by Thomas A. Romberg, which is composed of ten steps grouped in three blocks that comprise activities ranging from the definition of the research interest phenomenon to its written account. To production and process data, we used a qualitative approach and its respective tools: audio and video recordings of the meetings, records written by the participants, researcher's field diary, interviews and problems proposed by the researcher and also by the group members. The data produced analysis, which occurred during 10 meetings throughout 2017, unveiled evidences that led us to reflect about research question. In order to develop a training proposal that regarded teachers’ wishes aligned with the purpose of stimulating collaboration, in addition to the cooperation within the group, in the first meeting we listened to the members and prepared a script of actions based on their needs that would be the guideline for the following meetings, which had two moments: an initial with readings and discussion for theoretical deepening and another moment to work through mathematical concepts through problem solving, always supported by the Methodology of Teaching-Learning-Assessment of Mathematics through Problem Solving. The data produced analysis unveiled three evidences: during the activities, teachers noticed that they needed to increase their mathematical knowledge and their ability to associate different contents so as to achieve an effective teaching of mathematics; group meetings were opportunities to collectively discuss among peers the concerns arising from their practice to understand and transform it; and the potential of Teaching-Learning-Assessment of Mathematics through Problem Solving Methodology as a tool of transformation of classroom practices, as well as the difficulties of putting it into practice in the current scenario. Note that collaborative stance complies with expected in the group didn't hit your fullness, reason why limiting factors are removed with the continuity of the group’s actions.