Proposição e exploração de problemas no cotidiano da sala de aula de Matemática

Abstract

Mathematics teaching learning process is a constant concern of researchers in mathematics education. This raises the need in order to develop alternative methodologies which facilitate mathematical knowledge acquisition for students. There is not a single procedure to be considered for Math teaching, as are several resources and proposals of which the educator can appropriate for his/her practice, basing his/her teaching experience in the students’ skills, so that learning does occur. One of the methodologies used in this process is problem-solving. In basic Math education, there has been a strong presence of problem solving. There is a concern for students to be good Math problem solvers. Thus, this study aims to analyze and improve a questionable methodology based on problems solving, exploration and proposition associated with educational software use to develop solving strategies problems by students in the functions learning. Research develops a class of first-year repeating students from a public high school in Pernambuco (Brazil), in order to answer questions such as: A questionable methodology for Math teaching linked to educational software use collaborates for developing problem-solving strategies? Questioning problem situations through exploration and proposition influence on student’s understanding? Lessons descriptions and analyzes indicate different strategies adopted by students. Among the results, we can highlight the work with different representations forms of the same function and creativity presented in problems proposal.